Summary of Apprenticeship Practices 
in Foundries i 


PUBLISHED and DISTRIBUTED 
BY 


The National Founders’ Association 


29 South La Salle Street Chicago, Illinois 


| 
| 
The aim of this publication is to give a brief resume of practices and methods | 
} 


now in use in certain foundries. It will be understood that this study is not at all 


y 

| 

| 

complete. A complete study would require many months and would include many 
_ times the amount of material assembled here. This publication, including its ap- 
| pendixes on text material and references, is considered as an emergency announce- 
| ment of present average practices and methods. It may serve as a tentative guide to 
| those who feel the need for immediate organization of some kind of foundry training. 
| It is published in response to numerous requests from company members for informa- 
| tion. An attempt has been made to answer inquiries by giving examples of what is 
| being done to train foundry labor throughout the country. | 
As | | 


NATIONAL POUNDERS ASSOCIATION 
29 South LaSalle Street, Chicago 


A brief summary 
of 
APPRENTICESHIP PRACTICES 
By L. Ae Hartley, Director of Education 


This is the second of a series of vublications dealing with the 
subject of training foundry apprentices. 


Points discussed Page 


YOO | 


een RMS OTR Bk ay Wk W wien 6A. Wim iene Keine bao o kw Mam Oem ai ag owe 
Se veOr ee LOO Ramat CETARCL, 64 bie:s i oivebialars wale » v6 ooh Mlbie tik dyke) 
5. Apprentice training distinguished from general upgrading,....«. 3& 
4. Example of apprenticeship growing out of upgrading, essssesceee 4 
Peomeore BN Blige apprentice tradning, soe ti vais vel decneeeecese 5 
DRA eC G GL CORLL Ds saws es se okt 06s see casino he saws enes  O 
Say ON DPS EROS Lys vee os s4 els alBis 's sia alae alo wWaeele wk woe 
Me oumeduieg Of ANVONCEMONT, cise vesecsece 5 a ORAS! git a 8 eite mT Rau, ae ese wie ALAS 
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Pee Ones OL COUNITY TPALR INE) soso Sleek Ea PPEGs Se vbw ease wee LO 
Mie enop training —- helpful instructional material, ..nccccrnssevees 16 
Pero Lnetrice.on -— time devoted tocltguii Cie des ses cea eeGe ce LE 


Pree ae UruC rion m WhETO ELVEN, se aici. e aes iio sete e + Saw eecdee LO 
(1)Cooperative District Plan including public vocational 
RNa cia eal ete Se Or aye eg seb eiwl elem alae le ee tmLR, le or laccatas avon raat) ee 
(2)Cooperative District Plan with privately managed SGHODLY + aay ew 
eA SEE OL ns. e sino hue oe Rela e Rimini oc ACS ok 8 bei a Ree wi, Re 


ee mene IR MR LON em LIS CIMLO GOR Ds win ed osha aie alee ee 0 @ 0:0 w alhienmseveiel oe 
Ade Rolated instruction - subjects taught, sssececsvecevccvsvisewavea © 
16. Related instruction - some questionable text material, eacs.seses LO 
17. Related instruction - kinds and examples of text material,.... & 
18, Related instruction - methods of furnishing text material,.... 51 
19. What has become of apprentice graduates?..c.sssccsvcscccesevves oT 
REY BOLO GEOG gig d Sikh gies cocelhe 6, 8 e04 eb 0k Cees Roe He wee oes OO 
PS Ct CLA CURRA Ol), «cuuak cs 0 ob Oa eRe Or eke eed eae Ct 
Chart I.Cooperative District Plan including public vocational 


hs ho ee ee Seek ae es ee ee a ee eee ek ee ae | 45 


Chart II.Cooperative District Plan with privately managed 


ct teh! ESS RP a a oe ee ieee eee ee ce ee ee. ee a 44 


a 


Chart JIII.individual Plant Plan for employe training, .ceseesecone 45 


Appendix I. Making dry sand cores(An example of text materia}(Attach- 
Appendix II. List of references and texts for the foundry (ed 
Separate copies of Appendixes I and II will be sent upon request’ 


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a= Introduction, 

When training is mentioned, every one thinks of the 
kind of activity which to him means training. Apprentice training 
means as many different things to different people as the varied 
experiences these people have had which they have called by the name 
of apprentice training, Every human being naturally thinks in terms 
of his own experiences, 


VARIOUS A brief questionnaire was sent out in ay 1924 by 
METHODS AND Commissioner licClintock of the National Founders 
DEFINITIONS Association to determine the extent of the training 


of molder apprentices which was being carricd on by 

the membership of this Association. A number of 
companies answered = "No, we are not doing any apprentice training, 
we are only - - =" and then they went on to describe exactly the same 
precedure that was described by other companics who began their 
answers with - "Yes, we are training apprentices by, etc. - - -". It 
was evident that some foundrymen considered they were training ap- 
prentices when they were doing exactly the same thing as other foundry- 
men were doing who bolicved they were not really training workors by 
the apprenticeship mothod, 


LIGET ING It is agreed rather generally that an omergency 
AN exists regarding the production of skill in foundry 
ELERGENCY labor and that widespread active cooperation is 


necded in order to mect this cmorgency. Farsighted 

men realize that they must at first train cnough 
workers to allow for losing a few to those plants who are not yet 
ready to cooperate on this point of producing skill. 


In order to cooperate we must understand cach other = 
must mean the same thing when we use the samc terms. Unanimous 
action depends upon common understanding. 


APPRENTICE- Apprenticeship and apprentice training are confused 
o— PHP AND with upgrading of personnel by many foundrymen. The 
=. UPGRADING following distinctions and definitions are not 
as arbitrary, . They are developed from expressions 
am commonly heard thruout the foundry industry and are in accordance with 
' the recommendations of the Industrial Education Committee of the 
“* National Founders Association. 
“¥ 
>» 2 - Apprentice training defined. 
a. 
=" The following definition is suggested as expressing 
“—— the consensus of opinion of those practical pcople who have had wide 


experience in this field: 


Apprentice training is any systematic training 
in the all-round practice of any givén trade in~ 


cluding regular advancomént in shop operations — 
ogcther with regular Instruction in those subjects 

which Will make € performance of these trade 
Operations, easier, cheaper and more interesting. 


ee 


HOW TO The general acceptance of this definition will do 
HAVE A much to guide the training program by means of which 
WAITING the better type of American youth will be brought 
LIST OF into the foundrics of this country and will be 

YOUNG MEN trained to supply the skill needed by this industry. 


This apparently bold statement is based upon the 
fact that in a number of industrial centers in which this kind of 
apprentice training has been in operation for some time there are 
waiting lists of desirable young Americans who wish to avail them- 
selves of this opportunity for education, 


IT CAN A guotation may be of interest from a company which 
BE began single handed to train apprentices a few 
DONE years ago with no cooperation from the public schools 


or other plants. Before giving the quotation it 
should be stated that this company is hoping to have 


the cooperation of the public schools as well as that of other concerns. 


In March 1925 an official of this company wrote: 


"Five years ago we had absolutely no applications 
for the foundry trades. Today we have on file 
forty-one applications, none over three or four 


THE BEST months old from whom we can probably select at 
KIND OF least ten good boys as openings occur. - - - We 
YOUNG LEN carried our apprentices all thru the depression 


and did not have them on laboring jobs either, 
although they had a few weeks of short time , some 
of them alternating week about for a while." 


This firm prefers boys of American rather than those 
of foreign parentage because "they can be relied upon to stick". 


5 - Apprentice training distinguished from general upgrading. 
This definition of apprentice training will make 


clear the distinction between an apprenticeship program and a system 
of upgrading promising workers, 


UPGRADING The general upgrading of foundry labor is done ina 
FROM THE more or less effective manner thruout the industry. 
GANGWAY It will always pay to give special attention to 

ALWAYS PAYS workers showing special interest and ability and to 


promote them from job to job as they gain skill. 
Many capable workers and foremen have been developed by this process. 
This plan of upgrading differs from apprentice training in three 
important essentials: ; 


(1) Aim - The aim of apprentice training is to produce 
skilled foundrymen with production of castings as 
AIMS a by-product of training. The upgrading system of 
DIFFER training aims to produce castings with training of 
foundry workers as a by-product of foundry 
operations. 


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(2) Related instruction - Thore usually is very little 
INSTRUCTION if any related instruction in cormection with up- 
GIVEN T0 grading foundry labor. Apprentice training includes 
APPRENTICES the related instruction which is necded py the worker 

in order to understand trade opcrations and his place 
in the incustrial system, 


(3) Responsibility assumed = In apprentice training, the 
industry cefinitely assumes the responsibility for 
attracting the desirable type of young men into the 
foundry and for prepering them by systematic training 
and instruction so that they may give the industry 
the largest service of which they are capable. 

This responsibility naturally leads to cooperation 


SUCCESSFUL between different companies and the development of 
TRAINING founcry labor for the industry as a whole. In up- 
Is grading, the worker is largely responsible for his 


SYSTENMATIZED own interest in advancement. Naturally he may not 
be greatly interested in the foundry industry - this 
is the responsibility of the management. ‘The 
industrial worlicr already emoloyed must show his 
ability and interost before he is given any special 
training. Usually no one assumes responsibility for 
systematically planning training by the upgrading 
process and such training practically never is under~ 
taken for the purpose of developing a plant's share 

of the skilled labor in the foundry industry as a. 

whole, 


& - Example of apprenticeship growing out of upgrading 


The distinction and also the close relation between 
apprenticeship and upgrading are illustrated by a successful train-~ 
ing program in a plant in one of the smaller cities of the middle 
Weste A large factory in Moline, Illinois has a system of training 
which is functioning admirably although there is no connection with 
a public school, The work in this factory does not include a 


variety of experiences; in fact, the operations are largely mechanicél, 


and would be considered by some to hold very little training content. 
The management has not tried to clabcrate upon the training 
possibilities which it offers, 


RATING The first step in developing training in this plant 
APPRENTICES was to select a certain numbcr of jobs and to decide 
THRJ THE upon a fair performance and a fair average wage to 
UPGRADING be earned cach day. This became the qualification 
PROCESS for a special apprenticeship. Any one who is able to 


carn $5.00 a day at the prevailing piece rates, whose 
work is of a certain standard and who has successfully completed a 
certain number of jobs, is eligible to become a Grade A apprentice. 
A performance of approximatcly twice this quantity, an experience in 
four times the number of jobs and an carning capacity of $7.00 a 
day entitles a Grade A apprentice to cxamination as journeyman, 


| The management of this company felt an obligation to 
offer certain related instruction and this necessitated the cmploy- 
ment of a person who not only knew mathematics, drawing, science 


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and other school subjects, but who also Imew the shop operations to 
which sertain parts of these subjects relate. 


VIEWPORT A young man who seemed to grasp the problem was 
ESSENTIAL found. in a university where he was devoting a part 
FOR of his time to coaching in athletics, but he had 
SUPERVISORS had very little industrial experience and none at 
OF TRAINING all in the industry in which he was to be employed. 


He was out to work in the common gang along with 

the rest of the untrained help and did ail the jobs 
the others were expected to do. When he could carn $5.00 a day and 
when his work was of Grade A quality he was advanced. After he had 
earned the right to be called journeyman he was put in charge of 
training. 


TEACHING This man is not expected to teach related subjects 
WORKERS particularly. He is expected to tcach young men 
INSTRAD what they need to know and for that matter, older 
OF SUBJECTS men if need be for in this plant there is’ no age 


limit on apprenticeship or other employe training. 
Neither is there any specified time requircd to complete the learning 
of a trade, Three years is considered fair but there is no limit. 
This management docs not care to have its training system referred to 
as a finished product. They say they are just getting started. It 
may be considered a good start, 


This training program which has grown out of up- 
grading and is adapted to the needs of this plant will be found to 
have the evidences of apprentice training as stated below. 

Oo - Scope and aim of apprentice training. 

An apprenticeship program is composed of two sup- 

plementary parts: 


THE TWO A - Shop training. 
EVIDENCES OF 
APPRENTICESHIP B - School instruction related to shop training. 


A - Shop training is planned to include experience 
in @ll of as nearly all as possible of the jobs in the trade, This 
usually includes cupola practice, This training aims to produce the 
all-round workers desired and also to lay the foundation for later 
supervisory work by those who show capacity for executive responsi- 
pility. 
In order to provide this broad shop experience the 
cooperation of a number of foundries is often but not always essential, 
Such cooperative programs are now functioning excellently in a few 
places. This is discussed on pages 19 and 20 under the subject, 
"Coopcorative District Plan including a public vocational school” and 
on pages 19-20-21 under the subject, "Coopcrative District Plan wit. 
privatcly minaged school." 


WhetAor all the plunts in a district ar 
ak a Ss € cooperat= 
aig or an isolated shop is arranging an apprentice program cue 
essential in both cases 18 a schedule of advancement by. jobs, These 
schedules are discussed in more detail On pages 10-14, " 


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B = The school-or class room instruction of apprentices 
includes the teaching of subjects which will give an understanding of 
shop work, 


RELATED The aim of related instruction shovld always be to 
INSTRUCTION render the performance of shop Tabor easier and ~~ 
SHOULD PAY Cheaper. in all cases In wWnich this aim of related 
DIVIDENDS instruction has been carefully considered thruout 


apprenticeship, this class room instruction has 

been found to be a paying proposition. Where it is 
not followed, there is a possibility that the time spent in the class 
room will be doubly wasted. 


INSTRUCTION Following this aim not only makes class room 
HAS BEEN instruction pay in dollars and cents but it also 
TiADE TO PAY results in attracting into the foundry the better 


type of American youth. These are well established 
facts in centers in which apprenticeship has been 
in operation for a number of years with thousands of young men, It 
is interesting to note how much alike human nature and industrial 
operations are everywhere: A company which began in February 1925 
to give six hours a week of class instruction to six of its nine ap- 
prentices, wrote Harch 25,1925, "We find that the best of our ap- 
prentices desire class instruction and it does stinulate an interest 
in their work. We see marked improvement in the class of work turned 
Out e 


The subjects which may be taught to apprentices in 
‘order to increase their understanding of shop work and their interest 
in it are discussed on pages 22, 23, 24 and 25. 


G6 - Length of apprenticoship 


The length of an apppenticcship course differs in 
different plants and also in the same plant according to the student's 
previous preparation and to his speed of advancement which in some 
cases is made dependent upon the boy's interest and ability. 


FOUR, THREE Four years is the longest course. This is usually 
AND TWO YEAR found where the foundry operations are varied or 
COURSES where several foundries cooperate to furnish 


varied experience. This time is somctimes shortened 

to three years for High School graduates or for 
students who exhibit unusual proficicncy in the work, A two year 
course for University graduates is also provided in the illlwaukec | 
district and a few other places. 


The shorter courses are usually found where the 
foundry operations are not sufficiently varied to furnish an all-round 
experience in foundry practices. They are arranged also, as stated 
obove, for students who are able to complete their training in less 
than the average time. 


Beatin Sneha athe Hott, ed. oh saat «i 


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out BUC nte o 
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gt ee ‘Maen 


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| potsaw vy. 


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hee lidods ¢ row gum eros T aa i nes neo kseres he VEE 
EOC kei CEOs Hho: cho Lelie rok Busts x0! itaat | ; 
ST esto matot He Shricadons ARE Beaoy To soe Bo Soe 
Lake ied ‘yt eryctert ftir “or 1) ant £ ¢ 3 SL ize 


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Fool, ie Die Mew Gitte! The gakbred ant a y ahem ‘pecssont G 
s&s Pe Re Ge ys cous LG erase 


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. ane Pret ene A mene fa lores abumse wet, + en th ppm me eo dl Nba eV MEE ae : ' ef’, 
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By ‘ OES . rare Ma att @ Bont isa bog Whe it trade f AY oy kirk hoa “ones eee we ce f 


Noe bens 
* dip 


opal “ paket oes taNae eA pes bosde pds 
athlon a 3 iy ees ish, 2 Sask ‘ bil dsb oes 


cab i Case: ah etay YOrOd. tetas: 6 othe) 


“to Seheuay Oia Sage ihemoue ES st 
— plaataceme oa: och ate apts ‘BaP ebinioy. . 


ar ee _ngheatuires Fomitont aashat iy, 
panna whiten ott aL ata 
wes sed dh ad bubkvorg ‘oaks 


oat ated . 
Hvis view Cha Sh 


MA 


ae. ad bas 
WHERE TIME A plant.in. Pittsburgh whose schedule of rates for 


IS REDUCED foundry apprentices is given later, encourages 
BY GOOD both shop work and study by allowing credit for 
WORK excellence in foundry practice combined with 


excellence in class work, Every aporentice is 
graded at the end of each term as A, Bor C. Grade A apprentices mey 
complete the next term in 75% of the maximum hours required, Grade B 
apprentices are required to complete 874% of the maximum and Grade C 
100% - that is, a Grade A apprentice learns his trade and advances in 
wages in three-fourths of the time required for a Grade C apprentice 
while a Grade B boy advances in seven-eighths of the time. 


PERIODS OF Whatever the length of the term of apprenticeship 
TRAINING in years this term is in most cases divided intc 

definite periods which mark the advancement of 
the apprentice, After each term the pay of the apprentice is in- 
creased. 


7 - Rates of pay for apprentices. 


The rates of pay for apprentices, as would be 
expected, differ in different localities and in the same plant for 
different classes of apprentices. For this reason, in addition to 
several schedules of rates, consideration is given’in this publication 
to the basis upon which these schedules are formed. Basing the pay 
of apprentices upon essential factors may lead to different schedules 
in various localities. 


FOUR RATES One firm in Milwaukee has four schedules of rates 
IN ONE for apprentices: (1) The four year regular 
PLANT apprenticeship in which an cighth grade education 


is required for entrance, (2) three year ap- _ 

prenticeship for high school graduates, (3) three 
year apprenticeship for adult specials and (4) two year apprentice- 
ship for university graduates. 


These rates are as follows: 


Grade High Specials College 
school school 5 year graduates 
graduates graduates course pe your 
4 year o year course 
course course 

lst period 224d 35¢ 40 45¢ 

ond" arid 37d aoi¢ 50d 

et A 29¢ 39¢ 45¢ 524 

4th = 50 40¢ 50 Dog 

oth 2 3ee¢ 4e¢ 52a 

6th e 55 45¢ 55¢ 

7th . S7e¢ 

8th " 44¢ 

A BONUS IS 

SOMETIMES 

PAID UPON $100.00 5,00 --- --- 

COMPLETION 


OF CONTRACT 


. an 
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lL leeeall 
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Pe: 
POR f 
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a er el en hr 4 
goLSeeny ys Cops 


can 


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Woh Ds! a 


Srinnignans 


* hs ” \ 2 ‘ r Lt 
Rie Taare be frit “hy RE ee os v 
iad > s ‘'s eee bet ehh 3 Staab ry i by ay . hig 
Whe Agom ORO: Sree erases foe ae ng eb Shay te ae 


$e 
bo detours veel ony tam Aue Res 1 PRS SOL: oes 
“nt ah soaemean sult To eas ee “ite: aheo seed Sell 


ae 


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hs gl a ath te or Ae yh cy , er i 
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sth oa aks Ba ; Se © 
aay eh. fire. nok ttaond, vee Siok Thy i oe 
Re BD A ee Hs es PREG S XD . 


M i ae ’ ; 
, ‘ nN aie hie es hy, trea lalt de , ‘ / a re ‘4 , fy eee 2 E3 
LC} Wak EE | hs SA aad BOSS 1 ae As) 4 Bio B hia ‘ite ; 
‘ ’ , ‘ Cue gta fw Ye oan 2 eye 
’ t AC th We py yaa Ry ty MFG: tesa? , re) FY é if : rei vie ANY 3: gorve if itt pene 
: r : ie fe »( area mat oe, ae “ih th st ings oe onl ’ 
hy aaa il ade on al Ta os: Bates US - BLOus es x fight Rana o PA che) Ry , ; 
! bak inoot 
Rica ae ; le ae aPC dey hte ae 
i fy ii wy in ! Nae if a 8 Ciel Bb hi tee i foot ba & ie i a0, 4, it ATG has at . A Sel, hs 


hs ih. nus if ra ci 5 a Les hao) ae fis BY “sy np ih f hid. 5 f y be fy be) ny: a chee Le Saat yf ‘4 dy 
we teal " Ay Cat a hace ‘ahi ‘od Meas 
) alert ais PO. 4) rl , f oe 

ied, leat sigthie city, lg, o Chee ig hate elk hi cdi Nee. Her ae stich ye a fea y 


Bay Nps: ‘ ar v i me rf ah is oa Nita 
oa stan: a ro ai : ee ae el OED it Anata MSR RS IE Be 
eet eae #" a ake yt p fit 
sg (e Lt ee ais ie 


Bs éy id G mat Ax girs We Be es iY vn J Pet 
r ae . igh? 
a tee wR it ic meen Ys es ‘ss. " va “fie ry ia pape eRe ne raat fee Oy ay 


e 


6 ROT Rae vey wae 


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a" see, eh: fe we a , 

oh jaja be ae IF % nian 
a penis 


eae , pe? mp 
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° -“B- 


Another company in Milwaukeo Coes not give a’ bonus 
and pays the followiug rates: | 


4 year course e year course 


for regular for college 
Bppronvices | graduates. 
lst period ' Sad 45¢ 
end d 53d 50d 
7 34d 52 
ah a = 
Et ? ~ “ 
a, io) 
86th a 42d 


It is understood that these wage scales may be 
altered either upward or downward to maintain a reasonable ratio be- 
tween apprentice and journeymen wagos. 


A plant in Pittsburgh, Pa. has the following 
schedule of rates for foundry apprentices: 


ist six months 25¢ 
] 


end 30¢ 

Spay Y 35¢ 

2G h ae : 40¢ 

Stne is i 45¢ 

6thu. ¥ iH 50¢ 

dri Some ! 55¢ 

Sino te 4 60¢ 
A BONUS A company with more than a half century!s experience 
BASED ON in training apprentices pays, in addition to the 
GOOD WORK regular rates, an hourly bonus to those boys who 


receive "Ex" (meaning excellent) rating in both 
shop and school, 


The Industrial Association of San Francisco in a 
report dated September 1924, recommends the following rates of pay: 


DAY RATES "Apprentices should be carefully selected and 
FOR started at $3.50 por day, put on probation under 
. APPRENTICES observation for one month and if after that time, 


learning the trade, they should be advanced to $3.75. After two 
months of training, they should be advanced to $4.00. If they are in 
good standing in the work done in the shop and in their training 


classes, the following schcdule is recommended: 


they demonstrate the ned 0 § qualifications for 


Advaneed to $4,50 after 8 mos., if in good standing 
" ' 5 ale) " " ! " " 
YY " 5 . 50 ! 
" " 6 Pe ele) 't 
tt '? 6 ‘i 50 '" 
1"! " "7 200 it 


Te00 
Ge ce ee et ay 
(and can qualify as an all-round mechanic)" 


4 mOSe 
8 mos 1 BE " " 
Wl) > @ 


DNPH 


e 
~4 mos. “ 


ji " tt " 


Tew parodt ie comes 


(oe yet pel ee oa wood ret ‘Houite wy at 
git eal shinee os ahi ie OE terewurrraly &O: ghd 
BAGO Poeny Gees oy. £ 
: hen lwp Eee eh eh: ost beeen 28 an sddciitis Be Ne 
; ¢ Bie rae pees Ar poner 10% sofas Bo 
ae ty i + Sere 
Ykin eckson eke te a a eh ae 


ae owe Tats Ao le 
Aya ; bare ek Vis Pu q a 
a i St eee 

ah ; Le eae), >) yc UL 
et oe i? t tt ; 5 \. : ne ho) , RAY, ae ae rs 
Qui. aa tabs Here mint 

‘ eH ty #5 { a, ae 14 

be AS ; iG , A 

phe if ae Eas (idee Tie 
WwOd «a tJ) ' ; Dee fi 
Ble eae. Tet +2 44 ae rae ‘s ip ROSE 
Rtas , ' : & ry : ee i oe Tua tee , 
‘oie i] ah ae Ege ee git hc aol |: pha 
eT) ms, i ail ; é ; bh 


roeanuihen Ati ents ine Y tisd o ona weteae ate iw were h 
eho ae he he ahved Scheme artes RENDER RE) ons 
we WONT HN od gett oe hae sean Bat ae yh Gent son Sry PN aa 

roe ae ra  scall i SiG. Ps oF Bird, Were souk} Wrz! Oud oa ay anaes 


ae Tee yer, hres ah pas Xo cine Sangoma Leeus aaiiard, ont. yi 
‘sgeey:: hag noma patra t Sot Gait warronan 95" og eet reinodqne bene 

Sis ndielbee yay hoven vf Riots geokaronnnn® pr igen 

a5 ites taid adorsa Fb 1% Tee yiRe y Kom Osane ae Barbie i 

4 Oita cod eg RS kaw cio . wo od Vad tewhenth, 

recy 's shot sepkubt LeRD yiaseoowa at ete tapneb wor 

PMc es Meg oS I eae pres ave od Dries co, 

x eae bigots is + 0 pCO? an} egstay ts eee”) A re Ba 
| ARORA moe il Bio Gade eit aeons 
opbobity abi bag 25 


Se 


a 


A YEARLY In addition to this daily rate a bonus of $75.00 to 
BONUS $100,00 is recommended, "one-third to be paid when 
the apprentice has successfully passed the 

qualifications for $5.00 rating which would ordinarily be at the end 
of one year of training, one-third when he has successfully passed 
the qualifications for $6.50 rating which would be at the end of the 
second year, and the balance at the end of the third year when he has 
qualified for journeyman rating” 


BOOKS AS This committee recommends also that at various 
GIFTS TO stages apprentices should be presented with copies 
APPRENTICES of books that will bo helpful and that after the 


first year they should receive a subscription to 
"The Foundry". 


APPRENTICE The usual practice with reference to establishing 
RATES BASED rates ‘of pay for apprentices is to determine a 
UPON beginning rate which is a certain percentage of 
PERCENTAGE OF the prevailing hourly rate for highly skilled 


JOURNEYMWAN WAGES molders or coremakers as the case may be. 


Some plants carrying on very successful foundry 
training offer apprentices opportunity to share in bonuses and piece 
price schedules. There scems to be a consensus of opinion, however, 
that the first part of the apprenticets experience should be upon an 
hourly or day basis, This is probably because of the necessity for 
subordinating production to instruction, In other words, the 
apprentice should be encouraged to take enough time to make sure that 
he is familiar with the various operations and that he 
thoroughly understands what is to be done, how it is performed and 
why each operation is performed in any particular manner. 


The United States Training Service in Trading, 
Bulletin No, 24, "Industrial Training for Foundry Workers", 1919, 
on page 29, submits as a suggestion the following tentative compensa 
tion rate: 
Per cent of journeymen's 
pay suggested for 


apprentices 

ist period, eeeoereveveeseeesee#e#eeseeseenreeeeeeest@ pit 
end @eeeeseeerent8eeeeteneeneeenreeeeeeee¢ .26 ~ 
4ra eeoeeevesepreeveeeeeoeseeeevweeeeeeee 239% 
4th q @eeeeoeeeveervrenrtrterevreeeeneeeereeeee#ee 40% 
5th ‘ @eeeoevet#eoeeeveceeeeeeeneeeereee @ 047 

6th " eoeeeseeveeeeneeeeeeeeeeteeeeee ®@ 52% 
arial , @eeeeeeesveereeeeeeeeeeseeneeeseeee 58% 
8th a @eeceeesoeeveeeeveenvrtesesenstseereeeeeeee 66% 


Approximate hours (spent in each wage period). 


Hach Entire 
period course 
Grade A approntice,ese..cr..ee- 825 6,600 
Grade B apprentice, ..«.ssee». 96e Ty fou 


Grade C apprentice, ....++-4el,100 8, 800 


si goo RW ‘by trae 
eat ite Sale fac 
a ae a geo me * 


| ignlele ickan te ie Someta L0% fi 
Vin Sst otibnerns te 1 deh sil hiya eae aa 
ho ced nena De daed an it Bk ata 
om peltiae oh Pe ad cheng, GUAR by 
HY Sr AMR Mae vt aust one on ti et Daas ‘y 


abewo Cure woman a ay BO. an : 
ORR i OREO mL ortata Pa 2h 
a | nea “NSE Penna Wl , Es ti, esta mah | | 
A ae Ni pai peti % bom re ios 
seh 4 ‘gaibsaeoied. ae" o MEoOg i sr rh 

ii) i i, es ow Nigel Wee sh seigibeg un eh 
si pene cae zie Oe Ro tt ] peoarenntty ‘eee: aw ive 

| oy uh -dhasaict Esk h Mudie ay 


tia Prien | Butpaiy’ ico: mig sh Hisinie? 2K) ee 
| | Ae al 


ae staat i ieee! i gk dint bas ‘auaee 
7 REE ie" poate bara: 
wi TRO wink sacasant — vit | 


Spi 


i) pone oa 


j f 
Pit 
iy 


abalone scutatihie ; Sed fe wari sind 


atten 


GRADING . On.Page 24 ef this bulletin it is stated that Grads 
APPRENTICES A apprentices are those who can complete their 

BY YSARS training in 3 years, Grade B, those who require 
REQUIRED FOR og yoars and Grade ¢, those who require 4 years to 
TRAINING complete their apprenticeship. 


%) I'any peonic have come to believe that the exact 
pate of pay of apprentices is not as impertant a fector in astracting 
and noliding apprentices as is their systematic training and promotion 
from job to job. 


i A company which has had seventy years! experience 
with apprentice training prye $100. bonus put requires each apprentice 
to pay $25.00 for his training at the time he is accepted, This 
company reports however, that it is almost impossible to secure 
apprentices for the foundry. 


The following quotation is taken from a paper 
presented to the 1925 convention ef the American Foundrymen's As~ 
sociation, Pages 49584, Vol. XX1, Transactions of the American 
Foundrymen?s Association: 


"Any number of young men can be persuaded to 
enter an apprenticcship with high wages as a 
bait but not until they have spent several 
months in it do they realize that genuine 
interest in them on the part of the employer 
is much mere valuable than so much per hour, 
Wnen it becomes necessary for an apprentice to 
ask repeatedly for a class of work to which he 


ALL-ROUND is entitled but does not receive, or when he 
TRAINING sees that he is treated: as a helper, or as a 
TiORE necessary nuisance around the shop, he quits 
LitPORTANT in ciscouragement and leaves the trade entirely 
THAN RATES or goes to another emplover who-he knows will 
mye Pay give him proper recognition, These are not 


theories but facts that we meet with every day. 

I say therefore, that the employer who can show 
his apprentices, who earn only 20 cents per hour, 
that he is sincere in his desire to give them 
every chance to learn the whole trade, and not 
depend entirely on the whims of his foreman, 

will have a more successful apprenticeship system 
than the emoloyer who pays his apprentices 60 cents 
per hour but who expects the learner to* pick up 
tne trade while performing helperts or laborer's 
work, 


8 = Schedules of advancement. 


A schedule of advancement by jobs is necessary in 
order to get the "systematic training in the all-round practice of 
a trade" which is sct uo in the generally accepted definition of 
apprenticcshio, The advancement of apprentices is usually at regular 
.intervals of time consistent with the ability of the majority of 
apprentices to learn thoroughly each class of work, 


| 
a a * 
Pa i rs 


tn 


eer ae pe 


* ghaigee bate 

Wah oct pe sel a 
pire hsapieees. ne waa 

ow aes OR, * @xlipet oF 


Homes oes tat ove 
qrittoptnee ME mais st 


ral se oe 
ay is env 


it s ¥ try 


Ne! iia ‘zg dep gti gant wert 4 via: aie ney A 
Bees. Lake} mtn res: ee ay el age Ce GSE QA tm iont 4 

BEd be. a wie Dy est one ay Be: geo Lert Bubs" 
¢ i ak * ETE ee BUS WO rs 


EDINA SB “a aidtveosnt » Ba cout fi ‘ bees 
nN eee er f oo 


ny 


: : ae A . tie 4 ¥ : Rt a ” pry f ' 
-  “efoapae: Se Meena aL Le ROUSE EO EOT (GE yh 


| 
Pins he eae ae er | geese Teak ; Wy ny 
we 6 fo oa mieDt has hi ig Ppa 
. 25 en 4 : i ; : m : u ” ti Ame, 7c i 7 Pb | ayers we Aig hp 
rien bee oth. “Oth. TRO ware: ROPE) ei eee are mo a 
aE Poot Lome 8 
ries Rims ‘ aed 


Oo Veerertad ¢ Se ee BIN, 

Boda © i ae am al yy a aes 5 ‘tan M { AER, re BERS AS nth i ee pon he 

rNeccrca (Pere -OvM YORS bro, Coe ‘sae tied 

fir eM Pert Be zaeol Ve of) Ot S28 i Le Li 

asus Konig. Gath, Bo deeaet- arts eG. Gee BS ANT he 
witcneel “ae eae Gaeoy: COR MOD om, | 

od. aol PERE A ren. HRs GH iat TOO le ae hn 

o ae aan 

rt. 


eh ch Berle Gia: mt oy: “LO tot el Bees i ity 

ak ner He pOr heres Fort baom mM st houct eS pe yale 

Log 2 he 18g. yA: BA, at 3 Ath ROoe 

adhe we Se Kea: geld peo ws POs re pa@Dott 

yieekiae apes rll pee. Sea § Sag AMO AEE sk 
ie hey eam oo) nol come tae 4 a orth Oe ROR Ro Hi 

tit ote onom!. . 1% tanh Aree AS ef mad ily: 


: eeoire cue oh Hai pth ee) eoRT tit Be) RLOOY 
| mts eee gciw. “f ae : pie: Gees vases mere Roce: Ton. X Tine th a 
TIGR OE ‘hire OS wiheid. pas “ushte aa hseaeyy Bho Rae Tae eet ), Ve! 
tee owen er te aks te ae 5 are Phe ae ‘8 hath eee ay ne 
poe Eee “inant “ALOU GAS cee Ja GORE EON: ln) ee 
tome t eh to eokrly Ciel hg “efor: ge bar iia: Beery Rey ics' 


" } 
RE A: ete BY: Lenore ESE SO OOS wa of ORR a: NRA, 
heisty ry bs re ay abhaowite eet Re r ay mot Gi ¢ “yy a seen Lar es pb co sth ue ne ‘ae 


r- 
ary ey 
2 


A 


i 5 vote et AeeReOL eat cdongee oslo dod "RO RAE 
atcomocad: 450 3 ena aectavnos dil alae ‘ote ar 


1% i ve! iat i ‘4 baaiae 
Pi wry Pe a 


bay je he in wal i (7nd hy 


ADVANCELENT Semewhat different schedules of advancement are 
BY JOBS preferred by various companies but usvally every 

apprentice is aware of the approximate time spent 

on one ciasa of work and the probable route of 
his progress thru the foundry. The time distributions of the work 
schedules however, are usually adjusted in accordance with the 
ability of the apprentice and the state of work in the foundry A 
few of the schedules of advancement in different plants are given 
here. The Education Department is making a collection of these 
schedules of advancement and is particulary ely glad to receive those 
that have proved unusually successful in producing interested skilled 
workers. 


One lillwaukee plant has the following general 
schedule for both iron and brass molders in a four year apprenticeships 


VOLVO TOO, diencasntdeanecanssd. 1O G monvha 
BOLUer NGlLWet eee swinttasesvo “Os 
PACNINE HOLOMs C emis swage © Gov Ge 
Crete. fl pe WON C ey sia bon) LO wees 
Heavy work, loam and 

ERY SAMO yiacele Sielenres Om) ale " 


Another Iilwaukee plant has the following schedule 
of foundry advancement in its four year apprenticeship: 


Pe LAE UGE CAE yg oo «oe aise vo elmeeiaGe hours 
BOING MOLINE | sos so oe. 6 bin eee 
DORON UALS Ais ac eee sols 6s 6 «8 
Derr OLS alge es slcie:s gnlece s+ wisehe 


ADVANCEMENT it OMGH sa. Fase pmiaiele «eis, 6 RECS ia 
BY HOURS Miscellaneous floor work,....650 ‘3 
IN FOUNDRY MG OMe Lani mera otal eae | 
DIVISIONS PRBS. ca wid ds mole Gees Heme ROO i 


Green sand moldings e..cecene ete 
Dry sand molding, .-ccsecoevreete00 
SWOGD MOLGALUE Se scovssrecsers OOU 
Casting ~- checking = sand 
mixing - sifting - crane 
work - time study - night 
WOOD. (LC oy oe ope 00:8 «90.0.0 0 opr tU 
“ MILLI LOOM pips s a0 © 0ibtei dma aen toe 


Total 9760 " 


This firm has the following schedule of work for 
three year apprentices who are graduates of high schools: 


Holping molding, sceseceesree O00 hours 
Wachine molding, eccescerceres OOO 

BANG MOLGANE. Seise ose esc vece GOO : 
PC OCG LS beaa Gres 6 as.0'a)'e CES ‘4 
Small COPCS yeoerseeevrevevses 600 
liiscellaneous floor work,... 200 
Heat treating, ececseevsereeee S00 
PORE ale stats ctouehine S00. \ 


(Continued on Page 12) 


So oerot o. 


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x setbeao’, ‘ot ae 
savin ete vetie a 
el ees ty toa es 
Y eae tae owt 


Siete antes rept quit 


+ 
te 
Te Bes mate "I vay 
SE ae tc (ee id = * py in 
sa deespublp diigo ed SAPP | sternite 


bess Senha to a) 
haut Shae 


2 
Bo wee waeKe ea? OR 


u ‘ Fadeditictasiey sek 4 CO Lah OE opbeio at as aa Nie 
” Bho cee nee aL RR 
| Baie Ree! ‘bee ropa aes SEO b snatie enema 
Tie “ee th 4 Pe peg hints! Nea ee 


ove aby fot att asitt rr morttrawg: tit. eaiitamde arn 
. Teuinaetioaaee nee 3 sit ath, nh i eiebeonev ; 


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| a ' “i COD Bee eine | arkan'y 4 
bs Bios ss vise ee oe ee ER bo Lom soc : 
id | GOT) on dee Kak pans 6 NERS, 
Opa, + Sein as + 3 
> Gain ai “how ‘qoolt rodent 
seid ; BOB ga aby bn 20h how eRe Ome 
Ri Oa > < ka awk Oe eas ee ey 
4 " ORL. i Peril ew yk | xgitbfon onae © 
# * ih ) ay Biss penth ay en a@OhO Oe | aia 
bP rake ; GBB. . va cys tyne nMOS yp 
3% 1 TY RMIT cebu acento 
he LOR AT Num i, eA thal, oat ~ Aber 
We . i DR te Loree Neer commie, i 
Mg | NAS Tb abaiianen nial 


7 
= 


= 
= 


ol om 


Total from Page 11) 36500 
Green sand molding,.....+++.et150 hours 
DEY GOMOsNOLOIGE, cacixveesesl000, # 
Sweep molding - casting 
checking - shipping roon- 
chipping room - sand. 
mixing - sand sifting - 
erenc work - laboratory - 
weighing and loading 


GHEPECS, »teseeer ene ssiew eelLOVO " 


Total 7520 , 

This company has also different schedules for the 
& year adult special apprentices and the 2 vear university graduate 
apprentices, The latter is given here to illustrate the type of 
practical training which acded to college training should help to 
produce executives. 


Schedule of work for 2 year university graduate 
apprentices: ne | 


H6élping molding, sesscsscceses SOU hours 
iti aie ta grsite ia ahha) OUR REVEL CARER ORT (0.8 MRI 
UTE NODE eg alan Gdn di Weise at aeMmee ate : 
ro BA VC OPO ess sis sss os 4's 0s ene 
| oie cepacia HEGD CPCADING, eceiva ss vive tee eo) QOU ’ 
FOR SeVEIORIB EN. Sie hes''re Seis aang 5 ach Wie oie ain aa " 
POTENTIAL Greer. Bate MOLLE. as vials crete CEO) Vt 
EXECUTIVES Dry sand molding, secscievecsce 550 i 


Sweep molding - casting - 
checking - shipping room - 
chipping room - sand mixing- 
night work - special work - 
laboratory - weighing and 
Loading charge dijiels selsicis Uitine Leo 


Total 4880 " 


A firm which lists the different classes of work 
-@as required or alternative has the following schedule: 


A VARTABLE * Required. 

SCHEDULE OF 

EXPERIENCE x* Alternative. Ionths required 
Stock OE CE PCIe renee) eit). .aeremita eatin % 2 
Stock cores, stcel) 
Bmaii bench Corea, 20m: we. AG aS % 2 
Small bench cores, steel) 
Medium sive cores, POT ) x oes % 2 
Medium size cores, stcel) 


se 


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ans ne ues aS 
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if Ay a 
a iy 
ai, *. 
é ul 
me 
a sty 
fc 
ee 
rey 
ern 


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sh selebhe bias van eh wisi: sock 
‘% 


etoshenm ¢ Aa poe fray SER ARNO. ees 
i As ait i ‘iets Meee Ls Oth pion if eo oy ees i 
et peau "placate mere Lad opolhoo att — mae 2 


SG 2S 
papiarn pes \aes pitas: Seadiinpereen a, 


ere pants @ dionetihon ue oy a et asco 0 otabodet 


entirout FNC yin 424 8 we ee babel - onthtent A aki kot 
Bi . at) ee ix yan ‘+ wee A tem ane awe ‘ nat oe Ce a 5 
M Mth NOS Pa i, HR, Ms ew, eae oe prec Ay prea ‘ 
| CHS: ee a ahs jaegece ee ee® a uate a) 
Re hi abe Cyeys) oe le ae we antaqaed  38 ie, hi sede id 
. i asi Dh tie dh its aie ‘ » Or Pe ae i Ata ha ° 4 W oe duratant « : a aah! 
Le ee era a egnkb Lon ‘Be a NORE 80 ir 
" Cyan ae Perr wn Tt: Rae ant Hetante see, i a4 4 a 
Ami | GREER ~ ppieileDine: MPAA 
4 ata eae ar wabaatete set oh gently. Pe Usa, 
Bo A ha os ie bn ‘agra NOPE: Tye 2 a 
Ae RN UR a: Lotvoge me age CARA RE 
et RLS ean ia tice: gitiaigten ab ct ust cy 
Y f fet ui sh ; i ha em ' ¥ Ms mM om, welt ey; y . 
" tt Me 


eco 4o ae 9 dupincelaine ‘oe 
o vita asin beeiow perenne 


wh Me 


Nontns required 


Helping molder on green BESET ay isis > 0 *% 6 
Helping molder on ary er es ed's. al * 6 
Helping molder on sat enetntnentseee 6 
Pattern repair, helping pattern maker,...... % 3S 
aT LR OAS al ae presi a a ee tate e, oe 68 Re Haale bre e'8e ae 
SOLGLue, Smale. Mew hOUMGI Viiv ' é sare biilo mueerenis:6 6 
llolding, medium, I. A ar OW ih ats “#12 


Molding, medium, 8S. foundry) 


Mo.cine. Lereews is Loundry (helping) ow. sss 


Molding, medium,I. foundry (helping), ..scece5 


Holding, ‘medvun Siifoundry (helping), ....e.% 


Iiolding, gear PLOOD, eevee eesvvsvecccvssvvvece 


Miolding, open OTIC Seu e bra hye Ole) e blest edie Je Miwa) iale ee 


General Tes Wal ac pa. ope SC i eae eC mene at aC Ly 


eee SITE ) oi dv s'e sn ece'e e sie d'slehieh «store 


The following procedure for the advancement of 


apprentices is recommended by the Industrial Association of San 
Francisco as far as it is practicable: 


Paes 
A GEWERAL 
SCHEDULE 
OF 2. 
ADVANCELENT 
Se 


ae 


Preliminary odd jobs in each department in order 
to become acquainted with the foundry: getting 
out and returning patterns; getting in flasks; 
assisting in preparation of sand, etc.; helping 
flask carpenter. During this time he should 
receive general instruction and explanation to 
arouse his interest. 


Snap flask work - 


Squeezer plain plated work - no cores, 

Squeezer work - plain plated, witn cores. 

More difficult, irregular parting. Jolt 
squeeze machines. 

Gated patterns with hard match, 

Hand work - loose patterns, or gated 
patterns without hard match, 


co moms 


Ss Se 


( 
( 
( 
( 
( 


@M Os 


Light, simple coro work. 


General instruction. 


oe en 1 Pe fer) ethno? hig np ae most ics ” 


tae ea eee PP ie oe ne 
ie pee a 
i) ‘i se A es @ h au? cur Aj Ke las , 


we ke ae ae 4 EN Re ee 


cakes eae at 


Sin perv eynnaen er ey ye ENE are cod HSN pptens wath 


eres” Ar ste / Bei ed 6 fi LB tz Bare eth 


wt | hye! 
6G re Re Rhee sae 4 Rae it etn Ts BW 


otieniy ork PRS “AGE ow ab cometh 


2) 
Be kd sal me chek edd aioe Hosa 
¢ rgb att etre | 4 <npereae earl ® 


1 ohne: geod ibiee ho: ‘cotiades 
< Hilwors of obo) ehay: “cd RO 


i; ot mera ae, bree yt ious 


setae ee @ 


fi Larose | ae me 
HON D> a Smid dale he 2 nn a as | 


yah? 
1} yasres ao msi ud 


qoplt apa Ph 


og 1498 (Go 


ere ; Dat ie Seles alle . 


iwidaondeana of dh aa FH% oe 


hea a 
ihe git Lot Cae 
wre ones 1 argh sl Aire ian vi 


went: "pk 
pod ee 


Bt sn 
Se Light side floor work, gzaded. 


(a) Machine, 
(bd) Hand work, 


6. Heavy floor work - graded, 
7. Cupola, 


"Work should be so graded by proper assignment and 
training, that the apprentice will earn his wage at each step.” 


ROUTING A tentative routing of apprentices and time in each 
BY Gepe sr tmont a eugzested “an Training Bulletin No .c4, 
DEPARTMENTS Wincustrial Training For Foundry Workers ager amy 


Depertmert of Labor, Page 24. It is as foilowst 


Approximate 


pEr" cont of Approximate hours 

entire course A B ¢ 

Helper to side floor molder 3 196 200 264 
Helper in core room 3 196 250 264 
Cleaning room 3 | 196 250 264 
Core and mixing room and ovens 3 196 250 264 
Mixing foundry facings 4 41. 64 £6 
Bench molder 123 B25 964 LOO 
Core maker 124 825 964 1100 
Assistant to molder 83 561 650 750 
Apprentice molder on floor 29 1914 2240 2550 
On furnaces, assistant to melter 7 462 540 616 
liolder on floor 12 792 920 1056 
eee Gane CO foreman 6 296 461 528 
Total 100 6600 7700 8800 


A, B and © above, refer as explained previously to apprentices requir- 
ing 3 years, 35 years and 4 years to complete their apprenticeships, 
In a note following the above table the authors of the bulletin state 
that "The above routing is general and of necessity must be flexible 
sO as to meet the requirement of the foundry, ability and. progress of 
the apprentices, etc,” 


sera) at) 
Tis\? ve} 


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"gif Rebs v oes) re: ; 


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Mm eit ara 


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a Ms BLN Base AY hoa he eee tagy We Ria) ee 
ee: oe a Loseeow entities 4 Yok Sly Lo Lae Pane 

* Link, ba eal in 43S: enat een ll 


See 


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DO PRO RR cn ee 
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| ORY. ih . 083. | Pe: Any 0 


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ply 


SL 


Trade finding courses arc given in the lilwaukee 
Continuation School to boys who request enrollment as prospective 
apprentices. In all such cases boys are placed on probation for a 
variable period of from 3 to 6 months. During this time the boy is 
allowed to work in as many different trades as is convenient to 
school practice and the boy's schedule. In this way a boy may gain a 
little understanding of machine shop work, forge practice, carpentry, 
foundry procedure or other trades in which he is interested. 


TRADE FINDING There is much te reccmmend these trade finding 
COURSES courses, If properly conducted they become 
SHOULD BE laboratories of vocetional guidance which can 
ENCOURAGED function edmirably for both industry and students, 


Chicago, Philadelphia, Boston, Pittsburgh, New York, 
Detroit, Buffalo, San Francisco, Cakland, Cincinnati and many other 
cities provide trade finding opportunities for students. In some 
instances this training has been developed within only limited 
experiences but these could be elaborated and made quite generally 
effective, ; 


A company which realizes the importance of workers! 
understanding more than the jobs they are performing, schedules all 
machine shop apprentices for one month in the foundry in the carly 
part of their training. This experience is said by some not only 
to be of value later in the machine shop werk but also to lead a 
number of the machinist apprentices to remain in the foundry. 


10 = Branches of foundry training. 


Specialization in industry has led to the develop- 
ment of many specialty shops employing specialty molders. These 
workers can frequently be trained in a vory short time but the large 
numbers of these specialized workers in no way decreases the very 
real need for producing all-round molders. In this connection the 
extent of the various branches of the foundry industry may be of 
interest to those concerned in training all-round molders. 


The branches of foundry training mentioned on 
Pages 14-17 of Training Bulletin No, 24, U. S. Department of Labor, 
include the following operations under four general divisions: 


Gray and chilled iron foundry Malleable iron foundry 
Green sand molding Green sand molding 
Dry sand nolding Dry sand molding 
Loam molding lietal molds 
Metal molds Green sand core making 
Green sand core making Dry sand core making 
Dry sand core making Iictal cores 


Metal cores Cupola melting 
Cupola melting Reverberatory melting 


Reverberatory melting Open hearth melting 


it 
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nes Ry totaly HORNET, 2 Sa id 4009 Tay: ove ne hee . BS 


Drie C. agit ited sob ae setae notdorsd 


Te FS Enea ais ’ : 

f stele et : ae ’ “ t or m % Ve aC Teh: i cet Bi fa 4 Pash r= Cyt wel 

COeroR Lock gel eO: . cate Dit: ent ft Ly 
oct Re NG ¥ soho Paharrrers. peel eo Ly 

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Lae SCLIN * ese dessds Mi eM R yoy BooOLre aha $3 Roya rmbt” ; 
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Wurth Pee ‘= ADRAD # met Bid Wet) ee aye ks 8 me a @ FRE feb Shae 


ty so ee ae ty Sis heat at Wr theta GOs St LO RT “iF tagaul Oey, . 
ap Panty" ai A hse a acoss Boy sats oe oe fee Aiken elt: 


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afer ahs qv tent Re AMPA: (CEE TEC ARR ‘een Scape ange dnengn biotite ; ay aa 


stoloveh ate oo Hot part wht DAD ah ned tasks bie 
quot? sgmehlom ol akooee ici ie a sg 

i toed oat Woda yee 8 inl pentordt ee eae 

hae ben ora hh lias Ree D haabie com Age bse d | 
act wet Pig whitey aan i heigh prt Datkiet = ee i 
Be AC TOE i 181 6 geet SiO ot 20 2 é hig ig 


pp ED Le Ov age Pot w e¥ co 


«4; ees eines Ora shechin to nash «one et iy cor Tye ke pe ole 
Send ps3 Bie rein se Pa) al PE! OM eehoe.t Set ty cebtsd, 
Peco erty ine ROT “giaes Sabi: ai aaate ratego 


-~1l6= 


Gray and chilled iron - conttd Tialleable iron foundry - conttd 


lectvric meiting 
Hend pouring 
ilechanical pouring 
Annealing ovens 
Hand eLeaning 
Mechanical cleaning 
Chemical cleaning 


Hand pouring 
ilcchanical pouring 
Hand cleaning 
ilechanical cleaning 
Chemical cleaning 


persed OUnOEY. Non-ferrous foundry 
Greet sand niolding 
Dry sond molding 

Loam molding 

Lietal molds 

Green sand core making 
Dry sand core making 
Iletal cores 

Crucible melting 
Reverbsratory melting 
Electric melting 

Hand pouring 


Green sand molding 
Dry sand molding 
Dry sand core making 
Crucible melting 
Open hearth melting 
Cupola meiting 
Converter melting 
Electric melting 
Hand pouring 
liechanical pouring 
Hand cloaning 
Ilechanical cleaning Mechanical pouring 
Hanc. cloaning 


Chemical cleaning 
Heat treating Mechanical cleaning 


Chemical cleaning 
ll - Shop training--helpful instructional material. 


Satisfactory shop training is carricd on in many 
plants without the use of any written instructicnal material, There 
is one kind of instructional material however which is so generally 
useful that it should be brought to the attention of all executives 
and its preparation should be greatly extended in industrial plants. 


ONE WAY Brief interesting descriptions of processes and 
TO INSURE naterials as they are encountered by workers in 
AN their first acquaintance with certain procssses, 
INDUSTRY have proved of value to the foremen in small plants 


who with limited time are helping apvorcnutices and 
other new workers to get started right. They are considered 
cssential also in many large shops, 


General descriptions of processes encountered in 
foundrics may be very bricfly written by foremen in exactly the 
language in which tney would describe the processes to workers on 
the job. The putting of this matcrial on paper frequently calls to 
attention many questions as to the exact methods by which jobs are 


to be performed. 


Since details of methods of work differ more or less 
in different shops, with various foremen and with the particular 
work in hand, it is evident that new workers should be supplied 
with information as to how a process is generally carried on to- 
gether with cnough cxplanation to arouse their interest and to fix 


pebichalls » Laas 
Ronioedy & 


‘wR IO'T iesennunks as il 


sm penises woe ener: epi r te ite? papier ae iY 


i , syste fae ‘Septem: he ste) aid ie | he ge 


¢ Ran” tay ' ; . 
| et Ll th LR el gies 
te LS a ee pinigie a Remy ait Bae | ggentaties , 
ae ) A 
. “ab et Lee 3 baa * % 
at aoe, CARE RMR PROCS 10) crit teat mien * Lom Py ied 
4, Sad si - Y wr nae f 4 ‘ by Z ott 
et SOLS, gene yeaa 58 aD | tue eysin eh Fie 
Cy AON OL ye ii Rpnibs ke pgtinie gents Liat ee 
a ae c ; r j A, " Fy A 7 
aad: Re B on, ) arch Cewmt 
a . ce f\\ My : hi } f \. 
Fant WRGMM OCR a poli ei 
i et mt ‘ Peay, pile y# Y mp 
ak, aa Lom it L WOE ONG De Reet: $ 
ne y 
B ware 
eS we os hy t Re ROC z . 
*) x Ye | eng } nor } oF ; 7. 4 7 A 7 
, 4 . 4 Tis 
; ' wage, BY ced ey Awa Nor hy sip tey ahha 5 , ( ' : ar are | ao ' Bas yi 
/ : Ps Bre Res hei Sa arn! {vp ia pide Uy r , et ’ *} by f Roa is 
"eit te Bech cial FD ae ae iy ay) aN bes. ee ar k Tae 
i uns RE ‘Heigve Hy iyyychi Cite kL’ iets 
we. 
Wath gro (yhen | yee ager he ans Fae era enie « be euler Jains ytinanyh yi Gears a sy 
m4 i Lae ent ree ‘ 4 meen oe Pe ue Le) SINS Z out hi i088 
arte i PRD Habe hry fMLP ead TRAE MRL Rs ee Medes ier. 
WE sheets A (ea vk ioc dousteaneieat 
4 ern s ory Oa aa ‘ iy FT xe (tier if + signed Pi Lo en ; 
* oipaiuabenting! Aa Ceeraa ian sik kt 73 ise ne ne wert 
Ba AAS D Hi ‘i he 


i ane wae se ovgeid Yok: ie 
Pee is tie Nik Va Bes hin Pgh Same i 
evi wane he mcd: 1st abonss A 


hong Ts vt Me ab ft) 

Bis! 2 on aii Le ge hs me Ok I VE BAC G 
a ee ee) Lp rv LO abeALEL 

Bs 1 Rea Hae ne ide: de “ at 


si ya saoune SI) acum Xe 


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petite sa a fog 4 ” ‘pokes | er a HO sont i 
Ping if y hy yh; (e) Vad hoot Da 


hl “enn ‘ Dt 


4 ate. i 


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Hi er ny 


iam Aid af 


Pe 


the process in remory, This is one reason for suggesting that fore- 
men be interested in putiiing this material. on paper. If these 
descriptions are typed or otnerwise pub in shupe for the use of 
apprentices and other new workers unauer the direction of a foreman, 
the foreman will find that the effort spent in writing this material 
has been a good investmeut for himself as well as for the workers. 


This descriptive material should be supplemented 
by practical questions which will serve two purposes - first, to test 
the worker's understanding of his work and second, to encourage him 
to improve this understanding, 


QURSTIONS In order to serve these purposes the questions 
SHoULD should be so stated that the person answering them 
STTMULATE must think and in this thinking must use his 
CONSTRUSTIVE factory experience in addition to the information 
THINKING given in the text material. Reasoning questions 


especially appeal to intelligent journeymen and 
become the subject of many discussions. An employer said recently 
that he could tell the subject studied the evening before by the 
sketches and figures made during the lunch hour. Questions which can 
be answered by "yes or ‘no’= sometimes called "guess questions", and 
those which can be answered by exactly repeating the text material - 
so called "memory questions", should be avoided. 


Experts have much to contribute to their industries 
thru the prevaration of this descriptive material supplemented by the 
type of questions which they have frequently been asked by journeymen 
as well as apprentices. 


SHOP The value of reference material is increased by the 
SKETCHES addition of cuts of apparatus, tools and other il- 
OF VALUE. lustrative material.These illustrations fortunately 


can be reproduced on inexpensive mimeographed 
pages as well as in printed matter, ' 


This instructional material should always be in 
such shape that it can be easily modified as the need is found for 
changing some detail of the work, giving directions more definitely, 
adding other illustrations or modifying the questions for study. 


Simple reference material is helpful ake the rapid 
training of specialty men and molding machine operators and in 
various types of work. 


Another usc of this material is apparent to the 
manager who is attempting to attract the better type of workers into 
his foundry by offering them opportunities for study and advancement. 
The topics contain just barely enough of the reasons to enable 2 
fairly intelligent worker to grasp his work quickly so they may: easily 
be used as a basis for study of the sciences and related drawing which 
explain reasons for failures and suggest means of improving processes. 
This interest in the every day "Why's" of foundry practice is shown 
whenever a trained practical foundryman visits a class of CG Sida 
or students in school who are having difficulty with some foundry job. 


(an an 
we ‘Bro NF Jet pee 
atest to keg Pel oO 
chicory chee yea ab aicege at 
a eee | eat tot, 88 Ete es haus 
Batre tise 988 ecantal: fet is dl | 
SHE OF PLETE i , ows ont 
| OE ogi ney seb OF ay ney tt 


ef \ ’ J P Re aN halt 

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hedd get townrs phe mad de a begade ca 6 Blwore 
eek eh: eee the Ram tata acta. GEE Gite. Seno “uso 


mig Rihanto Tons oath OF MOET Le S0 at eomont oem purost 2 
mee iY ety euept ne eas, Lane a DO ae Pca Faby i Le ots 
‘pre non ameavot tegahs. oo oF boescae yutebssase 


“appeaeons pian “woe Lari ote eatodsasoee mepegiut *0 sookdure’ ait 

FE Ae, acta ae or ao «h,tvip ede LRoe Bie 

ote? re Me Pete erent ae a Me e h ene L east; “es Hetgnd Paved st! ores na Sy Ae } . 

og “ a ao dahes, aes neds Me iieyif Cao meant + cites & me an erg’ yd Sake 
Raines att: Ret ode arithager gidoane ed betel, eae Oo) AG. Rea 

4 hi if cy ee ie oi Brive vy tA Ny “eetos hehe dl fie ‘none ‘be 


aati imine eT mi edtird! Exdikow o¢ sown avast ganedat 


eat via "had ohans od open” Ba cd art evbtgtio: " sah ahels 7, ee 
areanyectiaael yd bone rood YEd toupee: ov art yer! soir prods hem: 


ve eno one 
ult ed Hee enon a Bain 1d eae pe ial ree bo Peta eH? a Pave ee ce 
Mais vente bia Bboot cei IGM, he miter... OST RE oe 
ana mute ROE - saa bjaetdinart £4 es Cay Lal ned am avidcorrarnt * - ah Ro 
i. PA Tae ra gvianognodt reso beonbouqers . ext ten f 
eae a Te ‘oman Sovebad eb an _ on 


ee od paws bvoct ‘ulmaliiee Salon batons gt abetin Hi 
“‘4o% Bees wf Peon edt es hekhbboxt 1 ae teas Oe mad ‘i De: 
(ehtatieh se aqcti south anbyta ohicw ott To Lhpteb, 

op ebate: tol aftodss Ging. anit Ree tbo “0 Ss en ; 


Pepa a wk Lah fed 3  s ‘Pabedan: ponekehens stein 
| and Liu cia enbinss Pan cal ‘0M ¢ 


ue : sc ee Cadi east ee Ca ne at 


er 


a. 


An example of a description of a process and the 
related questions is given in Appendix I of this leaflet which was 
prepared by Iir. W. C. Wright of the National Founders Association. 


The training departments of a number of companies 
and associations of foundries have prepared very helpful instructional 
material of the type described above, 


A SERVICE The Education Department is arranging for the 

PLANNED FOR collection and distribution of this material which 
COMPANY has already been prepared by foundry officials and 
MEMBERS associations and in addition has arranged with Iir. 


Wright to prepare a progressive series of general 
descriptions of processes similar to the one given in Appendix I. 


If there is sufficient interest to warrant the 
continuance of this series by ir. Wright the Association is willing 
to serve its company members with this text material for all those 
divisions of the foundry in which a need exists for this service. 
This plan is entirely dependent however upon the interest of company 
members and the requests of foundry officials for this material. 


12 - Related instruction - time devoted to it. 


Since industrial managers are striving for the type 
of related instruction which interests the better class of apprentices 
and which pays financially, this class room teaching is usually 
carried on during the regular working hours of apprentices. The 
apprentices for a certain number of hours per week are sent to a class 
room either in the plant or in a public or private school building ; 
where they are given instruction in subjects a knowledge of which will 
improve their foundry practice. 


TIME IS The time devoted to related instruction is usually 
NOT LOST four hours a week, although some companies give five 
IF USED hours and even five end one-half hours, on pay time. 
TO ADVANTAGE If it is organized for 144 clock hours a year or 


for four hours a week during not less than 36 weeks 
a year it will meet the requirements of the plans of most state and 
_ local school boards and may therefore be organized in cooperation 
with public schools with teachers! salaries paid from public funds, 
These funds have for several years been available for the practical 
instruction of workers employed in industry. 


15 - Related instruction - where given, 


The place in which related instruction is given 
depends upon the facilities of the plant or plants and the cooperation 
of schools or other organizations. The selection of the place in 
which related subjects are taught may influence the choice of 
instructors and even the lessons taught and is a large factor in the 
financing, so it is worthy of careful attention, Any one of the 
three plans for foundry training which are shown in Charts 1, 2 and 
5 on pages 43, 44 and 45 may be used in providing class room 


fom aaoeasy 0.3 ' 
dp bel. ded petrol 
waopiakonaes | 


sotinegnme tO portale 4H | 
f ppt l toarses i iy talod., alll ‘pongo 


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a} 


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-19— 


space for the use of apprenticcs, ilodification of one of these three 
plans will be necessary in sornc places and one plan may be used 
temporarily while a better one is being developed, A plan can be 
found which wilt worl now in any plant to a satisfaction of all 
parties. roe gen OWS: 


(1)The Cooperative District Plan including a public 
Ce Chart I, page 435, A modification 
tT thls plan ni is found where one plant alone co- 
ee with the public school, <A small beginning 
with one plant may lead to the effective district 
plan serving ali the foundries in the district. 


NEITHER 

CLASS ROOMS (2)The Cooperative District Plan with privately 

NOR TEACHERS managed school which is a cooperative plant school, 
CAN TAKE Chart 2, page 44, This may later grow into plan (1). 
THE PLACE 

OF A WELL (3)The Individual Plant Plan in which the management of 
ORGANIZED one plant single handed attacks the problem of ap- 
PLAN prentice training, Chart 3, page 45, This may grow 


into plans (2) and (1) but it can be made to pay 
meanwhile. One answer to a recent questionnaire 

on foundry training said, "We seem to train molders 
for all the other companies who don't do it them- 
selves but we get enough skilled molders and 
executives for our own plant, so that we figure it 


pays anyway". 


(1)When the public schools cooperate, class rooms may 
be set aside for apprentices at times and In buildings where apprentices 
can attend conveniently and in which the class room surroundings are 
conducive to discipline, An entire building is given over to this 
type of instruction in at least one center where all the industries 
cooperate with the public schools, This is the Cooperative District 
Plan including a public vocational school and is a goal worthy o 
MORO Marat Pome ernest ey te mi 


In some localities in which class rooms in public 
school buildings have not been found convenient for employed persons 
and where one or a few isolated plants are cooperating with the 
public schools, the school officials have recognized one or more plant 
schools in local shops as "extensions of the public schools." In 
these cases the public schools also furnish instructors or pay their 
salaries. This has been done very effectively in Birmingham, Alabama 


and in Omaha, Nebraska. In the latter city all 
PUBLIC SCHOOLS vocational instruction to factory workers is given 
CAN ASSIST in class rooms set aside in shops which are called 
BY VARIOUS extensions of the public schools, 
ITETHODS 


It is an excellent arrangement when space in public 
school buildings or an extension of the public schools in a local 
plant can be provided for the instruction of apprentices. Industries 
thru taxation help to support the public schools and are justly 
entitled to this assistance which most school officials are glad to 
furnish to local industries when they know how to go about it. 


fn taaty ek Stor ono Be f Ki AG Se sige 
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eqn to Maidoty omg exosiva beobrart foie ietq ote 
wows Ya che yew seq 8 deer ual ttkent OLE anc Ao a 


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eae faved Seog @rooot & ot tawesw ‘  Cletiwneae 9%), a ches 
are Leven ead bad Oe moon oF eae 8 wn chaser yubaee t 0 i | ey 
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+ paneer ye) i 


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=-PO0= 


It may be or interest to know that while several 
states spend hundreds of thousands of dollars of local, state and 
federal school funds in giving related instruction to apprentices, 
several other states in which foundries have recently reported no 
such educational opportunities for their employes, in one year 
turned back into the federal treasury nearly $150,000. of the publis 
funds which have been and are each year appropriated for this purpos: 
of improving workers in industry. 


The exact total returned for the school year 
Closing 1924 is $144,936.40. This amount of federal funds allotted 
to states for the training of indust:ial workers was turned back to 
the federal treasury by 31 of the 48 states, while 17 states including 
those having well established apprenticeship programs used their 
entire share of the federal funds and much larger sums of state and 
local school funds, In a few cases privately managed schools are 
giving valuable assistance in education for the industries. All such 
local possibilities should be investigated by the management. 


Although it is economical and advisable from 
several standpoints for one or at best all the plants in a community 
to cooperate with schools in the offering of related instruction to 
apprentices, fortunately there are two other courses open when 
cooperation with the schools is not practicable at the present time, 


(2)When a number of plants cooperate in an apprentice- 


COOPERATION ship program without the assistance of the pubiic 
BETWEEN schools, these cooperating plants may provide a 
PLANTS IS centrally located class room, engage capable in- 
BENEFICIAL structors and arrange courses of instruction. 

TO ALL Centrally located class room may be rented or one 


of the plants may offer the use of a room. This 

does not incur any great expense. Simple class 
room furniture is provided. Furniture consisting of chairs, and a 
table or tables to serve as desks, a blackboard and such other 
equipment as may be needed. 


This arrangement has many advantages, since the 
apprentice may go directly from work to the class room without great 
loss of time and the class room atmosphere does not entirely lose the 
influence of the plant spirit. 


A second advantage of this arrangement frequently 
is that evening classes for journeymen are held in this room directly 
after working hours, Larger attendance and greater interest is 
usually said to be the result. 


CLASS ROOMS “A third advantage of class rooms provided by plants 
IN PLANTS may result from the employment and training of 
HAVE MANY plant executives as teachers. This is discussed 
ADVANTAGES later under the subject of instructors. 


Perhaps the greatest advantage of beginning related 
instruction in a small way when there are no other facilities avail- 
able is that the experience thus gained end the interest of students 
and teachers can be carried over into a larger program when 


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cooperation is arranged between all local plants and the public 
schools, 


If a number of plants in one locality do not yet 
see the value of a general training program and the assistance of the 
schools cannot be secured, the one manager who does have this under- 
standing may carry on a training program independently until such time 
as others are ready to join, 


PLANT CLASS (3)When a plant provides its own class room, a small 
ROOMS SHOULD room may be arranged for this purpose, This has 
NOT BE OVER been done successfully by a number of plants and 
EQUIPPED involves very little expense, The equipment is 


such as was suggested for the class room provided 
by several plants, As in the case of a number of plants providing 
space for the instruction of apprentices in related subjects, all the 
experience and interest develonved will make just that much easier the 
sound growth of a training program with the establishment of co- 
operation with other plants and public schools. 


: { Whether an individual plant is conducting related 
instruction with no cooperation from any source or all the plants in 

a district are cooperating with the public schools or there is any 
other kind of a plan part way in between these extremes, the selection 
of instructors and of instructional material presents a few similar 
problems which should be considered as soon as the place of giving 
related instruction has been decided upon, 


14 - Related instruction - instructors. 

: Wren the pudlic schools are carrying a portion of 
the responsibility for the education of apprentices by offering 
instruction in related subjects, the school officials usually are 
quite willing to confer with interested plant officials regarding the 
selection of instructors and the planning of the instruction, When 
this is done and when the teachers are of the type approximating in 
general characteristics high grade industriat executives, the 
results are satisfactory. me 


WHERE POSSIBLE If related instruction is conducted in a plant or 
INSTRUCTORS in a school privately managed by several companies 
SHOULD BE the instructors may be selected from among plant 
CONNECTED WITH executives or employes who possess the information 
INDUSTRY to be presented. In many cases draftsmen and 


engineers are found who are capable and also 
willing to give instruction. Since instruction is usually given 
during only four hours a week and the number of founary apprentices 
will not be great such related instruction will not add greatly to 
the duties of persons who are assigned to this activity. 


One benefit which may be derived from having plant 
engineers or draftsmen give related instruction is that their in- 
structional material will usually be confined to that directly related © 
to shop work and examples will be taken directly from the plant . 
operations. Occasionally a public school which cannot offer class 
‘room facilities is willing to assist these plant instructors in any 
way possible and to pay their salaries for the time devoted to this 


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Class room work, 


15 - Related instruction - subjects taught. 


ONLY THOSE The instruction which a worker needs in order to 
SUBJECTS WHICH operave intelligently, depends of course upon his 
MAKE IT HASTIER preparation when he enters his apprenticesnip. 
OR CHEAPER TO Relased instruction should be confined to just 
DO JOBS SHOULD those subjects and just those lessons in these 
BE TAUGHT subjects which will make the performance of shop 


‘ operations easicr or cheaper. All apprentices will 
benefit by the same instruction in certain trade subjects and economics 
while English sufficient for intelligent understanding may be needed 
by some and not by others, 


Those who have had charge of the instruction of 
foundry apprentices are generally agreed that the following subjects 
should be taught: 

(1) Biue print reading, shop sketching and drawing. 


(2) Shop mathematics. 


(3) Science related to shop operations - physics, 
chemistry, metallurgy and mechanics. 


ECONOMICS (4) Economics including industrial history. 
SHOULD BE 
TAUGHT (5) Trade subjects - a consideration of materials, 


shop tools, equipment, safety practices and 
industrial relations which will help the ap- 
prentice to begin to understand his work -~ 

will interest him in gaining more understanding. 


(6) English as needed. 


Instruction is organized differently in various 
plants as is illustrated by the outlines of courses given below and 
by samples of text material given on pages 26,27,28,29,50,3l,and 32. 
As more different companies develop the courses which in their own 
plents accomplish the aim of related instruction, these varied 
experiences will be helpful to other companies, 


BLUE PRINT In practically all cases the reading of drawings 
READING AND and blue prints is found of more value than 

SHOP SKETCHING mechanical drawing. ‘Some drawing is helpful such 
SHOULD BE as sketching of simple parts or drawing them on 
TAUGHT INSTEAD cross section paper. The mathematics is correlat- 
OF MECHANICAL ed closely with shop problems and usually begins 
DRAWING with fractions and may include some plane and 


solid geometry and the use of trigonometrical 
functions in solving problems involving the right triangle. The type 
of geometry which interests mature journcymen as well as apprentices 
is illustrated by one of tho lessons given later on Pages 30 and 31 
The elimination of instruction not used in the foundry is shown 
by the fact that students frequently progress from the use of common 


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weet cai nynhwen ee ees! echt Roepe ee vicina a ndatinony 
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1 tong toda gl Ay Laiiat ie err (ay Mie 
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fractions to the solution of problems in geometry in less than 
fifty hours of class room instruction. 


The science taught to apprentices is drawn from 
all those subjects which help to give the apprentice a better under- 
standing of the materials and tools with which he is working, The 
lesson on the effect of phosphorus upon cast iron, given on Pages 29 
and 30 illustrates this point. 


YOUNG WORKERS The science, mathematics and drawing are frequent- 
SHOULD BE ly related to shop operations as is illustrated 
TAUGHT THE by the questions on the lessons on flasks and on 
FUNDAMENTALS clamps, weights and binders on Pages 27 ard 28. 

OF INDUSTRIAL The economics is intended to give apprentices an 
BUSINESS understanding of the organization of industrial 


" life and the responsibilities of each factor in 
it. This subject is usually presented in short talks by shop 
executives and others, 


Trade subjects are given in courses of various 
names but the purpose is always the same - to acquaint the apprentice 
with shop tools, equipment and materials and his own responsibility 
for safety. 


A list of the subjects which are included in the 
various branches of foundry instruction is given on pages 18 and 19 
MO. Imeining Bulletin, No, 24 of the U. 5S. Department of Labor - 


Ll. Definition of foundry 

2e Products of foundry 

Se Foundry terms 

4. Tools, equipment, care and use of same 
5. Safety and sanitary conditions 

6. Core practice ; 

7. Care of patterns 


SUBJECTS 8. Supplies and their use 
SHOULD BE | 9. Foundry sands 

PRACTICAL. 10. liolding practice 

THEORY 11. Shrinkage and contraction 
SHOULD BE 12. Characteristics of metals 
CONFINED TO 13. Cause of defective castings 
THE WHY OF 14. Melting practice 

THE JOBS. 15. Welting mixtures 


16. Pouring practice 

17. Cleaning of castings 

18. Ifiscollaneous mixtures and their purpose 
19, Foundry calculations 

20. Ovens, their construction and operation, 
21. Weight and strength of materials used 
22. Blue print reading 

25~e Inspection 

24. Laboratory and its use to the Sy 
25, Foundry construction 

26. System and management 


. 


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un) \ohiat Lean chal yar 


A liivau-cee foundry includes shop calculations, 
blue print reading and sketching, and metallurgy in related shop 
technique which is outlined as follows: 


Related shop tecilinigue,. 


4.0 hours shop calculations 


20 reading drawing (Shop sketching) 
10 " general apnliances and processes 
10 . ereen sand molding (4 parts) 
10 |" 4«core making 
10 " machine molding 
METAL 10 \" dry sand,loam work 
MIXING 10 " foundry appliances (2 parts) 
TS THE 16 " foundry chemistry (3 parts) 
HEART OF 10 ; cupola practice 
FOUNDRY eA rf ea rot eee 
SCIENCE mixing cast-iron 
10 iy malleable castings (3 parts) 
40 é steel castings (3 parts) 
40 " metallurgy 
20 u foundry materials (sand, etc.) 
50 " heat treatment 
10 \" foundry layout and organization 


The related trade technique courses in this 
foundry are summarized as follows: 


Related trade technique courses. 


DOU we DiCUAL CS s 4 sides gs das eecec,; BOUTS 
POOR E Toss baie iets as a oe : 
Chemistry, Physics and 
MECNCUST LOR sy etivies ate stelsiere 
Related ‘shop CeECchni que, ese oe 


" 


a 


In addition to these subjects of instruction the 
apprentices in this plant are given a series of special or shop 
talks. The subjests of these are given below: 


SUBJECT MATTER Conducting a business 
AND METHODS Big business 


OF INSTRUCTION 10. Your employer 
11. The company's policies and traditions 


12. The apprentice organization 
Lt. CLELZENShHip 
14, The home maker 
15. Taxes 
(Continued on page 25) 


1. Shop etiquette 
oe ocnool etiquette 
SUBJECTS 5e Working with the foreman 
ARE LESS 4, Working with the men 
IMPORTANT 5. Working with fellow apprentices 
THAN 6, Overhead 
INSTRUCTORS 7. Manufacturing 
8. 
9 


a 


eee! agmuanitse doae: 3 
UY i aa iss Lon are. 


rbh tea ae og Sea a 
aie ies, Rona ree ei 
a | 


ms Tg ltvey e. th sini ‘ he 
& - J t 1S ni i 
| a eb at a 
ch rcs DM, Cant os 
; ss bAPATRTSIN NRE 9 
Ate f q } ee ( M. Koatka' 
> i Pht Ae ne Re ate ae 
5 i Mie 
Ate avis Bei ut vy 4 Oa 
; ‘2 ae SP oo a Mm ‘ Pert 
fe i ‘ “an, Is, 
\ \ j san j we 
i r lug ue 7 . i 
’ 2: i, Banta, f fad esas i Ah oly 
| ¢4 ve 
(gtencen Ad ® i 
/ ergy IF ‘ ve 
le ay iy WP) he 
Le mae Y Laren * (is hi nee 
nie Barus | vedo 
r "ve ; 4 ers ’ A 
r b toad i a! - a Mh ea Ty Tae Us hy ( } es ee 
ar oy hi abe ri o ao ij sp | be Wty het ynitiy wa AN re eT rf pee er ‘ y Oe 
as Ata Boi Le rime oi Ae Be se dehy Kt ; j 2: 
| > '. : { a wl Gk eS v Ce oe f 4 
of Vos Tay i asl ; La a A ee ¢ : Teal He hs 
RP ory Ay al Ue ‘hd yA , ‘ sa 
; reel ‘af Pree a) ue +f ty y \ 
F ap ‘. : nae Heit she AST SA TE Ma i thea eye 
‘ 
rhe 
N “ 4 i ' An oa af ‘i ai ws ruin! 
ie eee: gmtine are dete ed Ones, Tet oom Rae 
ap! 4) 1 ae My if nt Ve pot we " ' it we a 
te oe 4 ” 1 u i y ay 4 we sata yy fr ph . 
! DN AL exe hay RS: Dae 
/ y evi {iW “ 
i Pate j j yey sy rhs si 
, bated f vt ibe Bsa he seinen, ney gtedy ie 
fi 4 rare f [ 
1 4 j ) f 
‘ y Lai i \ ty . a Wt ch aaa ae eae 
k i f ie rite 1 My n wa 5 Shee ty ff Ee 
ty hn Ne Bnet eta ie feat biihit hts a 
i ¥ by 
" a E i yor 
} i a ‘ ‘ ewe " hy HAL 
i i A ak CRT Re ae SI, 2h : Rat 
> ida it Bungie wih au r ne ot at Bi. tee od 
a ) { , NY oat as vet Maral in 
; ) t 


OO Ss os ay bs Seung hea ae 


ee Oe ee ee ee ee a ee fe Me Hy ety oer {; 
; (pt 


‘ ¥ Cs ae 7 
Tate sia p BTS Maas vain ; rpg ator 
y l | 


Y Wn bs beet: ine ‘s ot 


otis erecmieda 


Bs ns aed % re 


Pcicatit i per “RRR Ma 


i AGS NG oR anti PTA Ne ON dik ah, ABN vt 


=25— 


16, Civic dutios 

17. The open shop 

18, Produstion 

19. Atibition 

Ae: (PEOMGGLON 

el, Your trade as an assct 

eee Apprenticeship as a character builder 
coo Lour parents and apprenticeship 
24, Sefety 

209 Loyalty 

26. Objective 

ev, canitation 

28. Work and sports 

29. Diplomacy 


In a number of plants lectures or shop talks are 
illustrated by the stersoptican by which means boys learn the story 
of iron ore, new kinds of foundry equipment, safety methods and many 
other things. 


16 - Related instruction ~ some guestionable text material. 


ee ee ee ee ee ee em a ee ee 


While incustrics may profit by the schools! as- 
sistance in teaching subjects related to industry, industrial 
Managers should keep an active interest in the material taught. This 
is particularly necessary in such subjects as Vocational Guidance and 
Community Civics which are frequently taught to all students and in 
which there is an opportunity for developing attitudes for or against 
certain industries and industrial life. 


SCHOOL BOOKS Industrial managers should know what is taught 
SHOULD BE in giiese gourses..relating to industry... The 
BXALINED following exvtracts are taken from a well advertis- 


ed text books: 


"Danger of Blind-Alley Work ... . lost of the 
work which children do is Dlind-alley work. Do you know what a blind- 
alley is? It is one of those narrow streets or roads that suddenly 
ends in a high fence, and you cannot get out unless you go back the 
way you came, It does not take you anywhere, as a real. street does, 

Mihe: Best Job Tor. Yous ce wie: No job that you 
can now find in any miil or factory can help you much to find the kind 
‘of work that you are best fitted to do, and no such job can get you 
ready for that better work. Such a job can only cause you to drift 
about for several precious years.” 

"Choosing a Career .. . »« Young people who 
leave school at an early age to take work in factories or stores or 
in the blind-alley occupations of the streets, begin to drift about 
from one job to another, and frequently drift about for much of their 
Lives « 


it 


"Occupations to Avoid ... . Finally, there are 
the blind-alley jobs. These Jobs lead nowhere, and waste the time 
that should be spent in preparation for real jobs in later life. The 
bootblack in a city is following a blind-alley occupation; so is the 
newsboy; and so is the telegraph messenger. iost factory work is 
blind-alley work, especially for boys, ..." 


makers Lowe a eT HOP Es OK sal isla i ‘set woe. 


wad. oy Ree, “ne soy GC aOR york 


a _ hott te ose 0% 


noun ie a | 
nikal sci souls Se ei: e ner: 
ek palin | ean ON gee, 
Deen HOLES, hB is) 
ie ie ete yer} hi ae ie vag 
ball pen ie Pras nt) 
‘edn bita poetry DN 
7 mppatedcht oS eS homey 
ote. atin’ ees te vat uae anni ‘te scones @ etd hiay 


path Ws 2 
Fan. eet ciaam uel 4a aigltasovess aan) 
means bon abigcit ett yietas Rr we ‘ll clhanmcni lhe 


Ne 


fokustaat det old icto.tte oy set unl go hteara to, soveben 
eo Birdtoa St We RL LOM AR ees cera ae mink yy id peu a 
ee ds Lehi ese eae ebrit. i. bay wk ak estos oie sane at vouat at 
eli) iota cad: fa ottete Soe TL eR seo sta CE ae: fae qoan BLeotS, ELL 


eh se 
ps » a ete 
Pettit ph tasoy. BONE le ahee ose date Yess, bes 


at bon gaitnebacs: L06 


6 ot dees Bot to. Fy ‘af ats me tly ap a gtd 
Petes xo eit wehbe ido 


ia wabaod pvah) "ro 2 wh meter: tie eh pk 
OLED Lotatanbet fora ‘gokwtembed 


Gch Set, ot hiisacaad wore bivedn sti hetecet tage anabect bani eo 
ys.’ ig * "< en becbivec} % + LE ee Lay BS ny LGD I Pater mete me Kite ¢ 
4) 


ped. sai a 


Wea: he Dae i AS a Cai 8 by ‘e site al ore 


“pe Eat ain Wiis: Pes awe oie yet chin mb 
OLY wee O74, OW eeoLny Peat Jaina, ict 
eC tied VEL Fs Peet £2.28 ete 
| woy) Rae Gol ai. + 1. eee 
art hay oth: Pea a8 i Oe: ihosne are wer “te “ee 
Boy. Soy seh: OE love ort Dine On oo 
Mubieh ae ‘ satin opaTan se se POR eM i. ies 


sortie eben. anwo¥ Pe agar 
so eetode MO beh toto uta 
J epclay thine, oh sbued. at 
hike ial 


ay ai bale 


=~26— 


Following this Jesson during which the teacher 
has presumably impressed upon the childmen the truth cof the statement 
that factory work is blind alley work the student is given a nunber 
of assignments as "Scwebhing to do and talk about", Among theso 
assignue its is the foilowing: 


"Make a list of blind-alley jobs in your community. 


since pee student desires to please the teacher 
and get a good grade he will cavite natuvally list ail ghe factories Ln 
his community, This schrol ae 3 by no means an excepticn, Other 
materisl of even more misleading nature is being studied by students 

in our public schools, 


It is only fair to remark that there is much good 
material in the book from led on the above ob perae were taken. In 
some respects this book is an excellent text book but these objection- 
able and wholl y misleading sta vuledie become all. “the more dangerous 
when included in a text book which contains a mixture of truth and 
falsehood. industrial leaders shire with all other progressive pers ons 
a desire that children may be accurately informe cee ae oecupations 
but there can be no defence for a text book which asserts that boys 
who take employment in factories have no careers. School offici als 
should pay more attention to the selection of text material and not 
leave this to a committce of teachers whose experience does not Lit 
them to pass judgment upon such matters. 


17 - Related instruction - kinds and examples of text material. 


ee A ee me ae 


nn a a ee 


THREE Whatever kind of instructional material is used, 
ESSENTIALS it should méct three requirements. Instructional 
OF SUBJECT material should be brief and confined to that 
MATERIAL subject matter which will '\be i oe ate helprul 


in, the foundry industry. Tt imust also bein 
such form that it will be of interest to she mviaiote AD prenbice who is 
trying to get ahead in the foundry. Lastly, instructicnal material 
poourd be in‘such form that it can be easily used. by tho apprentice 
and by the apprentice instructor, foreman or other person in charge 
of the work, 


Descriptions of foundry processes and related 
questions were discussed on Parss 16, IV and 12 under the subject of 
‘instructional material for shop training, These descriptions of 
foundry processes may be used directly as text material in related 
subje cts or may be the source from which lessons in mathematics, draw- 
ing and other subjects are drawn. 


QUESTIONS Questions relating to foundry practice are 
SHOULD oné good type of instructional material. These 
STIMULATE questions may be included in lessons of other 
THINKING kinds as previously described or they may be 


used as the basis for instruction by iccture, 
discussion and home use of references, 


Lesson shects on certain subjects in mathematics, 
science and drawing as applied to foundry operations are used in many 
places. 


De nae aa 
RO Ne Ane seot punonth ts 
| Hy ihe i Th) 


fe ink, 


ebeeomase® suie ah adel eee tia Ae} 
“heen ned, gat ee ae pe gehen chin sh 
me aad cages ie > ha Rea! aes bie: 
tart! Re N ePeae ae BN fy 8 a hg ei ONE: e Bee 

¥ at 


oF 
” 


I is Ee | ae dherde ie OT Be; 


echo Loe | LORY 
” et oOo aig 


 BOaR. Gosia ah! gegen eet: whetios oo pte ‘ “ute et ma | 
ae pet ed ree eine kt aoe 3p oe: WPT AONE ARE ONS weds? ont ok 
ameestaorda gaend fan meni fora Ne Koes gp ae HOC Qld a toe v4 
atorranceb stem My 1La) Ont yQee editt POs eee ae. bectabtm wok ae 
Drew Breck Pee eye a ge. J shee Payrerr cach: Dae pew Hee | x. > poe hak 
agtoortoc Boe es ei tunaas ihe Go MR Cem LA a aioe 3) eB OK Li teed a ato SS 
Sy dalek na Sa an ae ee, PB eed. Bla! IG The spar Es if 


we 2 


, mano’ Ay ; Wot re ah eR Me Yar (ke Mae nyt le Wee f DNs ’ 
, , ie Le R f oe rege ar «4 ni be ih " vr. ” ih yy 
Wik 40 Be ain as fv iS mays ty? ] Pio } re 
nib iga yet a dha od Fin \ ia = 
PHY ye: Ok AGS 


i coe 5 Cae g) 70 ues ¢ LS As 
. “phate by geo hehe ees : Fy ee oF tos we ater ash. mae: 


s 5 ; 
Aap ee ; dend ve : 
Je it f sid (i h Ay A ate Mita ha ~ * ¢ ¢ 

% ‘ Nl : PRS Fee ee ia ake ea Bee 

av), . " ; " ‘ . ‘ shy itt : tire . ; 4 
PONG RIN. met aCe ee EH ORV Las Vy Cy Be est OS tee 8 

= ee sp oda aR ag pe v ode by ty hy - 
| aekhant AOU MOGs create mae 


Pree ee aie 
it i Soft: Og era pert oA) ee ee ae 
mm 


Ad thy a 
+ Mah mbit ve Ni sa } ay w ! vesy ee a) 7 
tent aes xp Se ti jar n te as Jie ete dn! ey al bl tame il aie opleligl Oat tte et” pn rhe amr eT Rete ORES clr er ae ial een eld aa ee Ra ere He 
K - : 
‘ , ‘ 4 * { } i : Pe oat 
“Me ‘ oe haf OS aS it 
f¥ iT wy f as ‘ we | PA uae fe fa! yeh ON er ‘ 
vg yt i oh eet, PARK tee DRT AR et als aA tod Rays 
‘ - | 
1 ues Be P eiet! " wa ghs ove , ie ort wee ge >. F ‘ 
: Pi ist , Late ah Ge i A AA Ae es eet Eo ARGA fot eon! Die 
i at cael oy y 
‘ ry ve : ~ ~ 
\- ip a} ti 4 rw oe nf f as dhe “cee bees 
¢ 7 Nine in ge eo, et oe ok rt ey 
if 2 5 pe ra pant) os Rags « <A fy \N 4 ha i 
4 rd »" 
pt hae » apenas mn oS ne / 
beta oF RON nats ECA Senperesd ea & 


ink sth, Me t Cy ee lip af 
, ie 


an, be sanitih aD Sy ANON 
aps n du dike Ake We A 1 ; aT. Tal 
ea te not bial oak «} nd wie axnrr 4 ed 7 hy 


isics Bots Mea hie cus. fi tt: Aah | ee a ea 
SR OG LICE RE eye et irate ssh QOL MM 


Rte iby ge ya Hoe eA TAL ey 


gern Le “ 
re ce OF fur! vanes how bere eae $\ arrediatad : : 
BA a bi re to Cre ane Lav ke Ny et Poa is ave 0), Se eubgh 
bi % Hie ep tae tel:. Cente Amey seo): ec AOL Varga RAD th, dad deh 
; , “4 $i fu iy nod iy i et 4 ra ; ee is Shir sie «Data a ) 


gat ab isha ee ee a. i Dae ettong al’ ai seal spore pte 


IXALIPLES of Lesson Sheets shown in training 
Bulletin No, 24, Industrial Training for woundrey Workers, U. S. 
Department of Labor, Pages 26 and &7 cro given below. 


Addition of Cecinals 
Foundry work 


ALL INSTRUCTION RULE: 
LUST BE PLANNED “Ro add decimals proceed as in addition of 
TO TKET THE whole numbers, but keep the decimal points under 
NEEDS OF EACH each other, hia 
INDIVIDUAL 
Semple problem 
ne ah NS 2a 5 Ancuns used Pounds silicon 
Sliver gray 100 lbs. 0.50 
No < Northern BO 1e20 
No.2 Southern ROO 2 Oeg0 
Serap 200051 0,65 
1000 lbs, 5215 
tron in charge Amount used Pounds sulphur 
Silver gray LUGO DS. 0.0024 
No. 2 Northern 1015 iam: 0.050 
No. 2 Southern BOO Cn 0.030 
Serap eh ahi 0,010 
ARS )0 10 Hew <<a 0.0724 


Notice position of decimal point. 
Using the above amounts of iron to get a charge 
of 1000 pounds, we find that we will heve 3.15 (read three point 


fifteen) pounds of silicon and .0724 (read point naught seven twenty 
four) of a pound of sulphur in the charge, 


Blue print reading 
Foundry work 
(Blue print of bushing is given here.) 


Sablewa' vm {Lit 


Answer the following questions 


1. What dees scale 1" = 1! mean? 
ee What do the dotted lines represent? 


BLUE PRINTS Se Are any lines or circles omitted? 

ARE GRAPHIC 4, Would there be a dry-sand core used in 
DIRECTIONS making this casting? 

SHOWING HOW 5. Would the core be made in two parts or as a 
TO DO JOBS solid core? 


6. Would this casting be made by using a split 
pattern or a solid pattern? 


any, 4 p fh ‘ 
: ‘ , rT 
a \ ey 
if i) ren ‘ 
tie aa, ; 
’ j : " 
« 
se mote Eh vos ni GA basbotq s efemtoe 
bay wilbitiog diiecko ely Ae ood, tiyeh. pate 
= oe oh ‘ — Ay apy tape Med i ee oe aaah a een 
i! tate Ne } oa | ” * ; 
; : Tia Pee ALN) Wee ~ 
a. : rey ts 
e f ‘ ie as one < N 
Pe seencis,: Oe seek ie NY 
RTs otto: DAC YN darep te. cci:| Mae e 
’ 2 | erate br iy a n-ne, \ ele Soyer eaten ore ere Sorrel A, i ae Hh Te “ 
1 iy L t , 1 Ve uit 
" tod i ! eye é ie oe bh ‘ t : ny det, 
% {) Lt Matt i , Vi t j ue aD a 
, On , 
: tha 5 ifflag' oom, 4 
 ~ i EW re 
OR sr RH 5) 
ss 5 aa 
4 Pitan ne nosso qu + WR bev TI ancaviohin spepiciatehadbiticbebn ciate 
PE es vines RL aad t f 
APE Na vad OGL, OOS 4 


j _ 
: * wh x ¥ , { “ 
tb se ee b Plager es aie stv, eas dee shea IN ty. 
ae TAL AN cal JRER 1? , ; Re bat (; a We ih 95 as 
oe es TW hw Vell awe ee ee J - eee eR en eee eT Td “ Crd 
» ui 4 
Be Wet 8 ren L 
f Pa tH 
; ‘ yee he 
Oa 
al my 7 
’ “4 : 
4 OF bh ” ews 
h o- * y uf Jog ‘ 
A ee Om gos goer stein bi a ee mn tay gh hi Hie Oe ee ee en \ i 
We uly ! 0) ; ih slot Fictek ok. pa ae: ‘ee 
HO an, ee es wae OU. eu 
i : i ’ { 
ne a FP alinn dd See be Sa Amn Seen Me! eres we a WV 
LE: RESET hs we: ALO A a GALS GOR ON 


STS ey hO aD tom, oo heh RO eeberGte strode slog . : ied 

a Ser om. meietcist Kee ey' hgh Bhi ete BAC irate coat ee ou 
ie ae cee AT at 36 rm? fo eee BB eee: ) | Mis SN Ogi Bis. wre wi bl | 
Aer + ougrtario Suid aed: aig es fabs uy ‘ 


piers ; Ne d 4 nt 


1s ’ 4 ’ my G16 : ee | ay Ts 


Sa id ort Fi Oe ote roe acet ce 


We ae, ah) F rarer are a wet 


“he peo ont Paar a ONY hay Ke Hy ay mi 
aL Om ; OREO Pape A aR AMR 


rt 


Meee cons Bik nethd on —,. ech) Py 
| n i | a) Li ie | apt aa ‘ " 


é j me mis 
aA 


wes 


2B x 


7. Would there be any loose pieces on this pattern? 

8, What would be the approximate weight of the 
casting? 

9, Is the above projection correct? 


EXAITIPLES of questions which follow lessons describ- 
ing equipment and operations. SSaeeper = 


Course A, Lesson #3, Apprentice llolders! & Core- 
makers! Course, Industrial Association of San Francisco: 


Questions on bottom boards. 


1. What is a bottom board? 

2, What materials are bottom boards made of? 

5». What kinds of bottom boards are used for snap 
and squeezer machine work? 


QUESTIONS 4. What material for bottom board is suitable for 
SHOULD BE medium size repetitive work? 
PRACTICAL 5, What material is suitable for heavy work? 


6, What is the danger of using warped or broken 
bottom boards? 

7. What is smooth board? 

8. How does a smooth board help a pattern? 

9. Why should smooth boards have large cleats? 


Questions on clamps, weights and binders 
1, Why are clamps used? 


ee What determines the number of clamps to use? 
5 Does fast pouring put a strain on mold? 


QUESTIONS 4, How does slow pouring reduce strain on mold? 
WHICH DO 5. How should clamps be put on a flask? 
NOT APPLY 6, What is danger in clamping too hard? 
DIRECTLY TO 7. Describe weighing down of mold, 
THE PLANT 8, Why should joints on flasks be wedged before 
SHOULD BE placing on heavy weights? 
AVOIDED 9, What materials are weights for snap flasks 
made of? 
10, How is the weight required to hold down cope 
figured? 


11. Work out problems - 
a, Molding surface area 24" x 36", 
b. Depth of cope sprue 8". 
@. Size wood cope 30" x 42 x 8", 
12, Describe bolting down of pit mold. 


Janae ‘etay. EO: , peooke 
ia ad to we, od: 


woned ss: Naamtolk ings OR ogee 


tone ie nee 


AD we uso. pots 


papa ee ““ poh snan brane 


mone firtaod j mast’ S a te 


Leto oben abeand wot 


Gna stot hos ote abucod | 
be Ca 


B te “wot date 


pie foo pope ot 


nor aftedhue al Saree motiod wot Laetaotam, tock 


ee. nee F 
wr wf oy ow vv rs ty et , 2 ot ‘* th ay 
enka: io a paw mites 


heh? onthe satak Patt 
stine eb Laksedam tacit 


to vornted ont Bk TAN 4 


‘abaood movtod 


eheped Woeme at Sanh» 


Yanesiad 0 ged icaod Aton a2 ‘oak: wali 
eho “ea taed, Poca a hataod cee. Bio ita bl 


' Uk if eS he ay ‘a 
— doubow aqme. 


twp od 
TS Lome ie a 
rekon, rect pth lh aoubor 
; Pb. Ato tne 


cst hat be 
a) rae 


¥ 


eso bod. 0) 
cleat cutie 0 ‘attly 


Dhan ced gers Eqns a 


Lowa wale ote 4 


he ssocitecone ‘orl eontoredob. fer 


tat gadavog Yan an 
2 ra Rr a Wate’ BEOD MOG 
od agente ‘Biwatin w 


pecan? 4 ite ae 
} kd RUALOE 


Y eottin. owe YV BOA hn wit | ake : 
Low eta tale a oe 


* 


-290- 
EXAMPLES of lessons in metallurgy and solid geometry. 


These lessons illustrate a type of instructional 
material of equal interest to apprentices and journeymen, They are 
taken from shout courses in metallurgy and ma‘Shematics which togecher 
with shop sketching and blue print reading, all strictly related to 
foundry work, have been taught to evening classes composed of botn 
apprentices and highly skilled journeymen, The lesson sheets were 
specially prepared for the classes so as to include immediate probiers, 
students were supplied with copies and a considereble amount of home 
work including reference reading and soiution of additional shop 
problems was done by the students, One lesson was usually covered in 
from one to three class periods depending entirely upon the class. 


— 


Lesson No. 8 - Phosphorus and its effect upon cast iron. 


INTEREST 1. Discovery - The element phosphorus was discovered 
CAN BE Epa avheanian: brand, of Hamburg in 1669, while 
GREATLY searching for the philoscpher!s stone which was 
STIMULATED expected to change base metals to gold, It was 

BY SCIENTIFIC not until the demand for phosphorus in the manu- 
INFORMATION facture of matches that it was produced on a 


large scale, 


&- Occurrence ~ Because of the great chemical activity of phosphorus 
it never occurs free in nature. In the form of phosphates it is 
very abundant and widely distributed. Phosphate rock is deposited 
in various regions. Calcium phosphate is the chief mineral 
constituent of the bones of animals and is an important element in 
plant and animal growth, 


3. Manufacture and use - Phosphorus is now manufactured from bone ash 
or from a pure mineral phosphate by heating with sand and carbon 
in an electric furnace. On account of the great affinity of 
phosphorus for oxygen, it is always preserved under water. Phos- 
phorus is used largely in the manufacture of fertilizers sold 
under the name of superphosphate of lime. 


4. Amount of phosphorus in pig iron and foundry iron. ¥ 
In ordinary pig iron tne range is from a trace to 13% 6 
In foundry iron the usual range is from .25% to 14. 


In Bessemer iron the amount of phosphorus present is less 
than .10%. 


oli 


4 


5. Effect of phosphorus upon cast iron. 
(a) e%75% and over can cause "cold short". 
3 Increased hardness when present in amounts over 143%. 
c) With phosphorus between 0.20% and 0,04% with silicon 
2.5% to 2.75% and sulphur about .05%, castings can be made which 


permit of being bent and punched. 
(ad) Over 1% it is the most weakening element. 


(e) Should be kept down to not exceed .8% 

(f) Use in counteracting the hardening effects of sulphur. 
(g) Adds ductility to the iron. 

(h) Adds fluidity. 


ky necdene 


ae EE a 
“peste 


f xcttee tonirnt att 
why ke “yf becky e iT 


reeren ae MeL BOS | 
we Hodates: yy sous cae ae Oe 
Kood to Be seeaioo apweele 
Sryy wo ous contd Sit wee 
akon: ederberat cae Oits | 
‘won “TO Sito aint sey Bhvttoe 


Dat ales Gia 


ot sa be seeate 
me He Roe 


Min Pont eee rn ‘ty Pte h tan ek ta. 


sR, S tee 


peo bie 
addin oS EL 


har. wee fit ary santos: 


ens iit , 
eh BeterT09 -¥ att aay. poked, on eseroouite Orek we orn 
; a ali : 
eeoneiea ese nage poe titeo. getiparano® abo het. enely Oo 
. ‘ oa 
hs » 7. ’ we ay he +> Fx aa K 4 Cd © yb Se f YT ~ 5 OR ft 
yigtt tase eae arto Al ee Agent ae 
joaercoshh onw awtenarong. nomele oat ~ ER hic ok a rete 
- ~ iv ' L A ohn Pela on 7 , ieny, 9 
GLEE RAL ote qrusciemaeh TO! > gah La Bas Te 
&y" {fy amtoevs ye Peegerrs we FehHTAaos Sheet Ms 
Ay at. bidy oe ebered Ho FIegRo 
=  . rf &. whe on 
arate. ect? a dreartc 2 ont rhb rel an 8 
: ’ 4 » als eo 
a ro beonbotg BAW © to OC8Toat 
Boe aah he 
* p : og Whe | hbs 
smuiraorty to getrtsos g ort 28 9 cen i * game: 
‘ef #f gadecynemg to sm on eit es aon enicoot | 
Hor ey ty cet) af Ptah ayen af SL ’ ar] 3 ie Lens a iis perabet ad 
Fader Belay sr mtoled .etotges & EMORY | 
a ine a a eee pdeno: 
tk geomete daarcogmt tA iO apes be ecis To derail an hr 
dwotp al nies 


‘aod. MOE bared ox Tuner: 


a OLGL TES aos otha 
srarow, sobrin b> cory 


hy 


for od aga mot 20 


ee 
= N 


h - 


¥ vr 

4 fie atvete iF 
Peedpliiieni names HN, the thee y! 
bef a » 


Oe woe me: BS WoT s 
= OF RGR, wiost of 


S670 anise oricraonl 


sleoice ik. tp 
ra bite 


Ory 


sore: Oak BA LONG RO Ht ORE 
ot vo sere ag Le tase yf, 7 “B wos 


fay Pits )Srt'se dt be elie BOs 
SHOT : 


“oat hi san 
. were t. 


me wae % 
ans 
: Sy, Test 


Kee e a 
a & Bi 
A & 


gir foole ss 


tnvopon oO oseaemist 2 
se aNLOs 


ayy Sad “4 Be oe ke etrogrr-te 
ie ot net ihe Ay Legal 
ada ot ate ‘i "EO 
aio sh giitio: ee 
ery a” . oe “TheE SIE 


40 


ape 


ate 


vd. 
‘a 
ex 


ite ot PE 
as ator 


og arrose “towk eano" 
Faerie ot ret * LO Be 


be 


Nok 


6. The effect of adding phosphorus in the ladle. 


(a) A flux or cleaner of the iron, 
(b) Methods of adding, 
(c) Hardening the iron. 


Questions 
Se Fetes vat 1. Which is the more important element from the 
ee ae molder's standpoint, phosphorus or sulphur? 
} Give reasons for your answer 
QUESTIONS oN ; 
THE LESSON 2. In what class of castings is phosphorus used? 


What is the reason for its use? 
Se Why should one never handle phosphorus sticks with bare hands? 


4, Is phosphorus ever added to th 
; e cupola charge? If t 
the phosphorus in the iron come ons F iene 8x Toe? 


Se Questions of students. 


References 
REFERE F 
Ae a Metallurgy of cast iron, Chapter XXX1. T. D. West. 
ENCOURAGE 
READING Foundry Work, Pages 122, 136, 170, 171.B. L. Gray. 


Lesson No, 3 - Pyramids, cones and frustums. 


Definitions 


. (Definitions and illustrations of (1) amid 
een eh bo age (3) Hagel of a cone, (4) cone of evolietens (5). 
t itude o j 4 i 
eeaettn pyramid, (7) altitude of cone, (8) altitude 


Forrzla and rules 


, (Formulas and rules for finding the volume {1) 
of a pyramid or a cone and (2) of the frustum of a pyramid or Cone » ) 


Examples 
le Find the weight of a cast iron tapered pin in the form of a 


frustum of a cone of revolution, having a lower base 8" in 
diameter and upper base 5" in diameter and a length of 24". 


MUCH OF THE Use formula (2) which is V = (B+ by Bixauace/o bi 
MATHEMATICS 

AND CHEMISTRY B= 82 x 47854 = 50.2656 sq. ine 

MAY BE APPLIED b= 52 x 27854 = 19,655 sqe in. 


TO FOUNDRY WORK o4" 1/3 of 24 % Q" 


h 


4 ; ‘ 
J Mes a . ey 
| eae: Cas E) \' 
‘ . al 
LOS 9, q 
ve. y 
iy Csi a 
i ; 9 Wi 
hat, py ‘ft nicest oh a4 
ii dail "rey a ae. ats 
: he AA oh 


ea oa | iii mi a poner fn 
amr RSE to cris wae 


eno. ned o cre i Tegra axhque. eo 6h on * @ 
a eae Tangeeh: ‘Omi O° oo role a an 


ee Nias pooner | | 


gow 1 sf i ane TKK ro Aga attead: topo. * settee 


gags wr at Ae Vil ia ee ise . saat! ie 


rt ajar danny Sop ettos 


Sania ae enemente sania eae See Bas ? 


Err 
- f F ky 


= 
~ 


wy 


pithy 
tm) Lo, f 
eiitit Lae hy, 


hth te, aia cand ee 
fore "hey MmeotcatD DY .ga08 | 
4 asaiiel ha sbavken To 


i nt : 
‘, Hi | 
iF. 
%, ) aust ow eat patnnhy vom 


' ae: hak laieiisubi 


V = (50.2656 - 19.635+Y 50.27 x 19.64) x 8 


101.55 x 8 
810.54 cue in. 


<a 
nod 


The weight is then 810,64 x .267 = 210,7'%# 


&»e Find the volume of the cone of revolution cut from the frustum 
described in Problem No. 1 if the or iginal casting was a cone. 


(a)The altitude of the part cut off is found by 
proportion, Tho dit'ference in diameter of the 
bases is 3" and the altitude is 24", then 
o:5 = 24:h,. h = 40 the aititude of the cone 


Cnt ort. 

The volume is found from formula (1) which is 
V = 1/3 Ah 

A = 5° x .7854 = 19,635 

h = 40 

Vee 1/5 x 19.655 x 40 

Veet Gah eet Olle) hh « 


Related problems. 


dis Find the weight in brass of a cone of revolution whose altitude 
is 8" and whose radius of base is 4,887 in. 


2. What would be the altitude of the frustum of the cone of Problem 
No. 1, if the frustum and cone cut off had equal weights? 


O« A ladie is in the form of a frustum of a cone. The diameter of 
the base is 40", the diameter of the rim is 58", the depth is 
238". How much iron will the ladle hola if filled to within 
a of the rim? 


4, Calculate the weight of a casting in the form of a pyramid whose 
base is an equilateral triangle 15” on a side and the altitude of 


the pyramid 20", 


Note: These foundry problems in solid geometry and other more com. 
Plicated ones brought by the students were mastered by one class 
in about 55 hours of class room instruction after the students 
had begun the study of decimal fractions as applied to foundry 
operations. This same apparently rapid rate of progress was 
later made by other claczes in which instruction was carefully 
limited to that which applied to shop operations, 


18 - Related instruction - Method of furnishing text material. 


That method of furnishing text material is best 
which provides the most useful material at the least expense. 


Rederiet 0. sont aly atone Ne ta 
4 NERS At yO bie 


ange Pest his Ls a elt eS: . aes eae 


i “hcteett nd Tela! stu Da er a! wianthit to. aa: 

tts en node a AE Bearer oT SSS Oe MRR ae 
eS SO ete aaa hg ‘pL UOtor hate e a Cea Shy at Bowe | 
| per ROD eae sia LENG Cukst om Poe act PR OM Cd 

| ; Mh ae. AND 6") 


BS 


, me ae PI Ties We TOL) oh, Nea aay eae ae el : i Ri, sa ytd 
ts OES AS, | i‘ } yes Sreny! ie ney * bite yf Sete toy al ) TaN eet 
i r \ ah’ t DNA 7 Bh Mf re Uh J \y uae ie 
‘ 5 y : 2 an i ( +i : i he x aa ; 


; i 


. 1 f a i hae ' Lied Moe Rete 
1 \idhiiadinn yen oy ip Am 1 2 * ty alan We i ae . i i aC a 7) 
Coty RRA yo ik + a ge es F| Fi 
itd 1s ’ ike 
rae | bed ‘J ' 72 AA! 
bP may ny 


a ee 


rh ry : : f i . : wy) 
CKy a at 4 ds SR A ed ad wy 


nay desi Hae, aie ee ri 
"a fev gy vie % RM .2\) Ei ON Ris, ¥ 
x en 


my Leary | ty * ak 
5 w aks , ah y , * 
" } Sper tpt ma LA eae peta 5% Aiy fe ton sii eel febunive # 


tie le Bai Moktalevery. var ark to pot bod 
Lani) wae we ae aS i pacha. 


mibenCihoeth Day i rays CUR GR SMe To 2 COMB be y nf past b By ‘ond oe 
‘ene Lacie) Dad bib ci #99 Of ane One sealed oes 


to “cena tho Hite’ a 6 mba ade, “ato ger 4 i 
| “| Rea RT “ahs oe re SRO gs re a Me AO 
tb. | cy im +m k yh fig ‘ke nil ete: eee as a ond 2 ‘oud 


Wurk it [ ‘ \ } oe 


By, aia Se siekaeap as ea ‘lal eet gatvcan: r i ee 
oe a hadley eats es tanaka toto 


» 


Penal) wii) sing Asien oie 
SORE tak Ried ae Bee 


i De 


INSTRUCTORS One good method is to select instructors who 
SHOULD TIACH know the subjects they are to teach and who are 
APPRENTICES interested in their students and then train 
RATHER THAN these instructors to prepare brief text material 
SUBJECTS suited to their classes for use in connection 


with printed reference material. These lessons 
can be typed or mimeographed at small expense. 


J Correspondence courses have been found most 
satisfactory by some companies, The foundry may furnish the material 
or students may be asked to purchase courses or the expense may be 
divided, 


Combinations of correspondence courses, reference 
material and specially prepared lessons are sometimes made. 


hasily accessible reference material should 
always be furnished but the instructor must take the responsibility 
of encouraging and guiding the students! use of this material. A 
list of references on foundry work compiled from those recommended 
by many companies and instructors in shop or related subjects of 
value in foundry training and education is contained in Appendix II 
ef this publication, 


19 - What becomes of apprentice graduates? 

The question of the future of apprentice graduates 
naturally concerns both those managers who are investing in a system 
of apprenticeship and these others who are seeking to make their 
present programs of larger service. 


- The answers to the questionnaires sent out to 
company members in March, 1925 by the Education Department of the 
National Founders Association gave some encouraging information and 
also indicated the need for future study. 


A number of companies are able to retain 75%, 80%, 
even practically 100% of their apprentice graduates within their own 
plants, Several factories, some large and others small, report that 
. they have very few men in their plants who were trained elsewhere, 


One factory, to which reference was made on 
page 7 of "Employe Training” published by this Department, with a 
production force of 4200 men has gone outside its organization once 
in 10 years for a foreman, Of the last 17 foremen engaged, 15 were 
former apprentices in this plant. 


The National Industrial Conference Board in 
Service Letter No. 262, larch 2, 1925 gives the following facts from 
the experience of a manufacturing establishment which has conducted 
ali apprentice school for 20 years and has kept records of the 
positions held by its apprentice graduates. While these are not 
foundry apprentices the example indicates what doos occur in. some 
metal trades and is possible in foundries. 


ai exnsiuetiat 9 
ee AEE BRM S.A 1 
1 REE SOY bee ype BtOL 
| Sabha ment ied Locher rsa 

DU ais cc aren mK: A uae Frege 


ORAL Ge ott » Later eae ihe ab at} 
ee ANU, f Me weenie sme te he, oo 
aa ; . Me Ys ai 

¥. ‘ WS fee a! Sey} pen Moin area a sonatas rrot ee 
Ae ttistbun edit oe Lome eye in Nee BN eR ATONOe eee 

ee Wed BTL NG Laud 2 RG RRND Seecateon 68 hemes od 

eee | ) 

Ninth 3 Gar ; ie 


eteegien .oaatiod: poaabrocvortod an hela hye Ve 
ae + ofa 2 Nate 3 erin ota maodset homegareg ti soto on tates 


A a BE aie en norterta’t cite Moc ¥Lieod 
WE 02 ba cog eee wid: saad Has wedosrete Bek eutiat: hased Pip oa 
- a lakrotaw ett to 6 BK letmdobude. ena qntbhto ‘bow sell 
pebweisnrosae gankd mov? Hel Leos winw vaharot 10 seomoteree © 
tp Leb I Hetator ao ode gk geeotoriyasmh® pity setneqios, 


4 4 
a, ” owt f 
Lt Rebogss ah tottatned ef nok) simon bis pital ed opxbege%, TOF ee 
ccaadianici dy eka, 


Toe Hass oa aot hots ee Gh ae AR Ot, kat wr? ‘@L ih Wainy 
py iwe Spa aed pie as ore en dilhore ety ligpen hs matsetan dy :) vane av Eumee Ao Be 8 Te ares orm neato Feed oh mar ent 8 ; ; ; 14 


setaubs mfp ait i, ions yh PT PD wit "hd ees aiid eae oct iu 
Pe. Ome ee amn ei La \ Oie EN ag weep coe okonkk: god peseaoines 
aE irl if UM BA od POL a hee oR i EAR: | Opa: sone a oneabh pow geria oot: 
, nope 96 monn L 20, sapehistit 
we Tee Rees eopmbaettte aks SOP ode ot ats owe ie Sat i 
wit. la teow? motthepbhs ot ae OGL. .stpaial 5, sont i 
ioe fod haat tt ounks ra 8 AOE Os OVE Ho bmEbooReA ater a 
wh awhute, ont sts so Peon wi Bee 
ome 8 a Reovesr of Hlé 2 oR 5 sibeeeente 1 “wodansee A } 
ee: CECE gah sit Lop, ey aa haty sok inane Che RD 2 QOOL ! 
Reps aes 4 itis, eres Te am ee tad, Ges pentrotoatt | 
| nvnenen ae ipeeiha rd all oi peek weit Load eh wy 


“ti6 ‘ok bi GAM) @os10 toto datdw og ot 
bd site oaoedaence: pads ee bexte ties 

Hie aie Tp bya wth pbiedBe e ¢ 

hi, ye Bh es sia eh womens big - v eet 


era (et an 


ioc 


obo 


During this time 808 men comploted the course 
and at the time the record was coimniled abcut one-half were still in 
the employ of the company which had trained them, Only 12 were known 
to have definitely left the trade for which they had been trainod. 
Of the number remaining with this company, approximately 4C0O, the 
majority were engaged in the trade for which they had been trained, 
lthough a considerable number had edvanced to such positions as 
foremen or salesmen. Of the total 608, 234 had advanced te positions 
of higher grade than journeyiuci,. Natucally some of these had left the 
company, even becoming propricters of their own establishments white 
pte had become superintendcnts or exccutive officers of corpora- 
iL0ns e 


These reports couplod with others of quite 
different nature regarding the difficulty of retaining graduates 
suggest the advisability of a careful study of a number of questions 
among which the following may well be liucluded---Yhat care can be 
taken in the selection of apnrentices which will insure desirable 
apprentice praduates being kept in the industry? Under the icondittons 

xisting in various places, whet is the proportion of apprentice 
graduates which shovld be expectsd te renain in the plant? What can 
be done to retain this desirakie percentage? 


*4 


20 - Plan of publications, 


Sem = 


CTS. EEE se ANCE 


Tne aim of this publication has been to give a 
brief resume of practices and metlcds now in use in certain foundries, 
Lo Wilh be.wnderstood that this sturdy is not dat all complete, A 
complete stucy would require many Lon chs and would include many times 
the aimount of material assenhied here, This publication, including 
its appendixes on text material and referenzes, is considered as an 
emergency announcenent of preseat average ovactic es and methods. It 
may serve as a tentative guide to those who feel the need for immediate 
organization of some kind of foundry training. 


: Other publications of this Association dealing 
with the same subject are as follecws:; 


A - Founary apprenticeship 
B- Empleye training 


(Copies of these may be obtained upon request.) 


The next study to be published in this weries 
will deal with the practices and methods follewcd in schools offering 
foundry training and instruction. 


The Association hores te be able te announce in 
the near future a publication dcaling with the question of Industrial 
Relations and Foreman Training. 


In the meaatime this departuent is issuing a 
humper sf articles dealing wita general personnel activities which 
have previously appeared in magazines or have been the subjects of 
addresses. Some of these are as foLlaws: 


G + The human facter in industry 
D.- Returning to first principles 
(Continucd on page 354) 


ahs 


at 


88) 
mbt eirh: 

oe, aed Bac. ening 
Ghee inane Licaeg 
| eS srtney seo be ei Fy 


ede © 6 tae So aw. s 
C., © Sorsash a Rareiet ond ie ae. 
Se PaGrh sodugie: elo VOrE. prt tect & a ee tee 
2B WO si erin. tare eit Siti E: LE gS OW ORNRRD, anes Oo 
mato ean. bits e He ie ak imoneme bo & oe 
rate tice D- Set SOG Vrectayoee etd FESS |: 4 Gace ti 
7. Oke ORGS. ts MOLA20 YC ON CRES Gs ‘dawte: pheorta Bren 
ee tad Pe CPL GAs oi Chacon ot: De Fy meio Qa Lis Pgh 
ni ; . eS me ate s , rs 3 ge NYeS * te r ; { 4 ny ‘a begh Py. et: nf 


m2 o 


{ PD Ft a Cen CE Pra AE Sa meat a ie bgy ipa 
a isa eee Leena et ee ee ee Crete aha | 
. . x ee , 
4 
, 
os wr ~~ a) . ys te ee oe ee < as -s . 
vi ate) ry sy f x oY wen ey eR hel pe ee. o vs a jy od 
Ove eye ne wee Tse Or toc yRORTe tee Ry Ree and an 
P i Pte ‘ rm " “ . , 
4 . Ct eRe ie, Fed, } yn c rye an at oe En oo bb ge my irc ie 
Saree état (LA BROS AS Ose eit” WE BO OL coer (ee Oo & ot aries 


Re SPOLETO OE Sa Ta ce ee pote a kilt | tie \ Baoteter 

ReMi Yea ASit 0 We Dive Bou aie ee ae Rasy t. bfuow ¢ 

arth ane Oitt af pees Fears Feeney By PME ira Re ina ee by Seteotad,. . 
‘oe oes ne ae Pipes oF RN an Gd. cat ducts ae hen ae | ig aOR of 

ra Se he toh} WR Bl et eRe Seer | Oe ee aaa Rt fo Be 


. 
T ) ; wn a ae 4 ripe vow eee hy 2 po , 
as abo FO MBs SCT a FG Sree inet We tar 4 cieieor - to Rt 
- ‘ i. > ‘ 

- 


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7 
OTe LO ME iat Bear edt Lea't ober send? oem fo Renae tw By 


Di ae fit 8 ae o Gite tasn, ard Ba « (cal 2) Bakal 
wey) rin Dh is rf terry 0 = a 2 2) ite id i . a wallbiien sults f f reer x ae 
{I ent * a. seid 55M y HOS a et eo ‘A nay a Wide 13 sna y Mh ue pit 
RTL She Ne SRR mo | ' TA ER EAN 9 fe Be: ‘Srna ‘$04 


a : 4 nD as to be 
a . 


gis si és of 


. 
4 
» 


reo Oa ee wid G eae ONG » : te re i ay a mM 
(ttl ae hogs ce BIOO ac i aie os a a | Rak}, 


iia: ava i ad pada tang. eg et “4 ehaite: ort, ait cls 
ciation ee wh omelet phat 7 bia Pg € 


Xie 


~G4— 


- The fundamentals of industrial relations 
Developing a safe human factor 

~ What should we see in our jobs? 

(This (G) is prepared in answer to a 

demand for an article in simple language, 
About 90% of the words are of one syllable. 
nmployers should interest themselves in 
having this article used by teachers of 
English for forcigners, Elementary Civics 
end Vocational Guidancc.) 


© "Ei 
i 


H - The super-yower of fricndship - How a 
eooperative spirit may be developed in 
factories, 


Copies of these may be obtained upon request by 
company members, Other requests will be met as far as possible, 


el - Questions for discussion. 


The following questions are adapted from Training 
Bulletin lio. 24, Industrial Training for Foundry Workers, U. S. 
Training Service, U, S,. Department of Labor. Foundrymen may find it 
of interest to copy certain questions for presentation to workmen or 
may find them useful when interrogating prospective workers. 


Cleaning room 


1. Name methods of cleaning castings in the gray iron foundry. 

ee Why do castings have to be cleaned? 

Oe Should they be cleaned in a department separate from the 
molding department? 

4, What is the effect of shipping improperly cleaned castings? 

Oe Name some of the tools employed in cleaning castings. 

6. Is it an advantage to the boy who is learning the foundry 
trade to be employed in the cleaning room of the foundry for a definite 
length of time? 

7. What can the boy learn about molding in the cleaning room 
of a foundry? 

8. In what way are good castings made into bad castings in 
the cleaning room? 

9, Is there ever any way of repairing a casting that is 
found to be bad in the cleaning room? 

10, Should the foreman of a cleaning room understand molding 
and core making? If so, why? 

ll, What is first done to the castings in the cleaning room? 

12, Is there any skilled help in the cleaning room? 

13. What is meant by "pickting"” castings? 

14, What acids are used in the pickling process? 

15, What acid is more commonly used, and why? 


i 
| “ek *E 

duce bey Yo. oma, nanta ae Lk 8 ae 
f bono ok ua aH hy ve niPe:. ik pas PLOT OME: A ens) Pei a 


, ia 


Rabat aa) ct Tie 


‘ og hatte pido oe Sem eaeds” Te! woe 
z ij oe per h ie ee tt oe. Cx bi oo) o hee xe ree oe: 


ae a med tite \ ra Wa) ‘ 1 
es) 5 Se Brive LD Pe ok: Be LS oy ee ER 
1o-tet. in kde Non ee cid .cetthflipaes = ae oe ere ee Ses 
I ee eee a ae a aS ae VA bil a ie ke ma 
AUPE RTE RTD > Meegreet } cts ern Broiler seg cit! {Lik yet? 
vag ‘° Oy adak wih sin begat bpm nde i tai ah ap te pnnot th) tian ae 
oe a % a8 nits IN, ie ec nig Ls, SEOs, Malet l Blt he Pearl ES AEE 
fake. UL i Me) f.. oO! ey ae Ve aN eae cea SPssagye et 
a cae a "gaits i aye ae i es Ths Ta OD ACIDS piety Pes} iy a 
1 


‘i penne 5, 
. aonb ob OL tade@awrr xo Rook treup- heiego yee we 
“s cided eal. Dee beus c ee eat rh My Lutoes 


\ ine 
i ey 
: a 
Byte edie fae ht OP Tey 
u yey é es APN ae a ” | 
et antag le OD Apap (hd amen AJ 
af a. 
. 


ae eDiwot nok wii: 8 ia ae “OE Sele Bi hie ak 8" Lo ‘aponbon’ 
‘Menctaata od ot asp iurhi ees: pt 
oe wont: dna. sabia ied Be ot bogeond oe bhi 


tT. iene s ) fey tang aly “ebive ie ike » papboctde Be OY si a2 

1 ag a ata pedemmpte. i; Peo Lg eLoot ort} to. 

Tek i. omen te ontew tod edt of 2Ret ree 
Ue io hea Ap ‘ ER, 80 ee edi atintnots ont: oe ‘oye 


ame stuoste oe a irk ont Sen Rapa ag 


) : 
A mK , 
soe 

P¢fet 


or Lay 


4 1 . 
ist oe 
Sy 
aie 
. ae } ? 


16. What is oil of vitriol? 

17. What is its chemical symbol? 

18. Explain just how the cleaning is accomplished when oil of 
vitriol is used in the pickling process. 

19. When mixing the solution what precaution must be used. 
Tell why. 

20. In the case of burns resulting from the pickling solution, 
what should be done immediately? 

51. The tank that contains the oil of vitriol solution should 
be of what material, and why? 

22. Explain how the castings must be arranged when they are to 
be pickled. 

25. How long a time are the castings generally exposed to the 
pickling solution? 

24. What is the usual mixture when using oil of vitriol? 

25. Boes a stronger solution do the work more quickly or better? 

26. What is done to the castings after being exposed to the 
pickling solution? 

27. What should be done in order to entirely remove all traces 
of the acid? 

28. Why should all traces of the acid be removed? 

29. What are the advantages of cleaning castings by the pick- 
ling solution? 

30. Is there a disadvantage in this method? F 

Sle What other acid is sometimes used in the pickling solution 
than oi] of vitriol? 

52.- In what way does this acid differ from the oil of vitriol 
in its action on the castings to be cleaned? 

354 What special precautions must be taken in using and hand- 
ling this acid? 

34, Name an advantage that this acid has the oil of vitriol 
has note 

45- Why is not this acid more generally used? 

46. In the foundry what is meant by tumbling barrel? 

37. Why do we put small star-shaped castings in a tumbling 
barrel? 

38. Why do we sometimes put pieces of wood in the tumbling 


39. Of what advantage is this method of cleaning castings? 

40, What is the injurious feature of this method of cleaning 
castings and how is this injurious feature overcome? 

41. In what way do we use the sand-blast in the foundry? 

42, Explain the apparatus and the method of cleaning castings 
by the sand=blast process? 

43, What is the advantage of this method? 

44, Why is it not more generally used? 

45, Describe the helmet the operator should wear and why he 
should wear it? . 

46. Why must the sand-blasting of castings be done in a departe 
ment geparate from the molding department? 


Core making 


le What is a core? 


‘ebuoiie 4 delbbesse 2 
i ae te disin ‘poate cathe, 


, 


ae ge a HBOS ase 12% nah ae at ans waidd + 


Brinn Bay Bhototty at bea se spinel ia 
ay he “— io 4 “3 Shey @ gms Ava 
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26 Of what materials is a core made in a foundry making grey 
iron castings? 
Se What kinds of sands are used in cores? 
4. Name various core binders. 
Se Explain about the various core binders, telling advantages 
and disadvantages of each? 
6. Explain two methods of coring holes through a casting at a 
level below the joint line? 
7. How may a warped core plate be used for baking a flat core? 
8. How are irregular shaped cores like port cores baked? 
9. Why must a coremaker know how the core that he is making 
sets in the mold? 
10. Why must the coremaker use an open-grain sand for his cores 
and why must he be particularly careful about his vents? 
11. Why must binders be thoroughly mixed with the sand when 
making core mixtures? 
12. What is the effect on the castings of too much binder in 
the core mixture? 
15. What is the effect on the casting of too little binder in 
the core and mixture? 
14. What is the difference between a dry-sand core and a greene 
sand core? 
15. In what way are cinders used in the core gand? 
16. What should be the approximate temperature in degrees 
Fahrenheit of the core oven? 
17. What is the effect on the casting if the cores are not prope 
erly baked? 
18, What is the effect on the core and on the casting if the 
temperature of the oven is too high? 
19. Why are some cores made and baked as half cores, then pasted? 
20. Explain operations necessary to finish a core ready to be 
set in the mold when it wags made and baked in halves. 
2le How do you sometimes take off the vent from an intricate 
shaped core (i.s¢e, a port core)? 
22. When making cores, in what way do we strengthen them? 
25e How are cores secured or supported in a mold? 
24. What methods require the greater skill, making cores in 
green sand or making cores in dry sand? 
25. Have green sand cores an advantage over dry sand cores? 
If so, state advantages. 
£6. In what way is hay rope sometimes used in core room? 
27. Explain operations necessary in sweeping up a pipe core. 
©8. Do we ever face cores? If so, why? 
29, What are . stock cores? 
30. Explain construction and operation of a core-making machine 
for making stock cores. 
31. Are there any other type of machines used for making eores? 
32, Name three essentials in a core in order that the casting 
may be a good one and the core materiai easily removed from it. 
33e What are chaplets? 
24, Name and describe two types of chaplets. 
35, Name and explain two ways that a chaplet might weaken a 
casting. ; : 
36. Why are chaplets generally given a coating of tin? 
37, State advantages of linsced oil in cores as a binder. 


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58. How is molasses used in the core room? 
59. In the core room, what are crabs, and how are they made? 
_ 40, Why can we use the core sand mixture for making only 
one core? 
41. In making a small cylindrical core why should we not use 
a rod almost the diameter of the required core? 


Apprentice molder on floor. 


1. In the pattern shop, what is the definition of "shrinkage?" 
2. In the foundry, what is the definition of "shrinkage?" 
3, In the foundry, what is the definition of "contraction?" 
4, What is the reason that a casting sometimes cracks while 
cocling? 
5. What can be done to prevent a casting from cracking 
while cooling? 
6. Explain why too much moisture in the mold will result in 
a bad casting. , 
7, What is the effect on a casting when the cope "pulls down?" 
8. Explain the "pulling down" of the cope of a mold. 
9. Explain what can be done to prevent the "pulling down" 
of a cope. 
10. Why is it necessary to have a soft bed when casting flat 
plates without a cope? 
11. What is the effect of cooling a casting by exposing it 
to the air? 
12, What is a shrink head? 
15. What is a churning head? 
14. Why do we sometimes use a pressure head? 
15. What do we mean by "bedding in" in the foundry? 
16. What do we mean by "rolling over" in the foundry? 
17. State reasons why we sometimes make a mold by the 
"bedding in" method, 
18, Do dry sand molds require as much skill in molding as 
green sand molds? 
19, Are dry sand molds rammed as hard as green sand molds? 
Why? 
20, Are dry sand molds ventcd as much as green sand molds? 
Why? 
el, Why can we get a better casting by the dry sand method 
than we can by the green sand method? 
22, When we have a lathe bed casting to make that is 35 
‘feet long, why do we not have a complete pattern? 
25- When we have a lathe bed casting 35 feet long to make 
from a pattern 6 feet long, explain how to make cope to cover the molds, 
24. Explain how we sometimes can make good a bad casting by 
burning on, 
25. What precaution must be used when we are attempting to 
save a casting by burning on? 


Bench work 


1. Explain advantages of the tight or box flask cover over 
the snap flask, 

2. Explain advantages of the snap flask over the tight or 
box flask. 


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Se When is it necessary to use a false cope? 
4, Why is it necessary to vent sand molds? 
5, Explain method of making a plaster of paris match plate, 
6. Explain method of making a three-part job in a two-part 
flask, 
7. Why is the sand used for bench work generally finer than 
the sand used for floor work? 
8. Explain why the bench molder generally uses a different 
kind of parting material than the floor moldcr. 
9. In connection with bench molding, cxplain what is meant 
by the term "stamping back." 
10. Explain the difference in use of a moldboard and a bottom 
board. 


Assistant to floor molder 


1. What is foundry work? 
ee Woe Ls a Tlesk? 
Se Name and describe all parts of a flask. 
4. Name and describe types of flasks, 
Se State advantages of cach type. 
6. Nome material used in making flasks and state the advantage 
of these flasks, 
7. What is a pattern? 
8. In tho foundry, what is meant by draft? 
9. What classes of sand are used in the foundry? 
10, What classes of castings are used in making machinery and 
what determines which class shall be used? 
ll. Name branches of iron castings. 
igs In the foundry, what*is meant by the following: Spruce pin, 
gate, riser, vont? 
15. Name the grades of molding sands, 
14, What grades of molding sands are used in making molds for 
brass or bronze castings? 
15. What grades of molding sand should be used in making molds 
for plate castings of brass? 
16. Where does molding sand come from? 
17. Name elements in molding sand, 
18. What are the properties of a good molding sand? 
19. State what elements give to the molding sand these proper- 


20. Name harmful elements in molding sand and state why they 
are harmful. 

ele Name branches of molding. 

cee Explain method of making a green sand casting. 

2o~e Explain method of making a dry sand casting. 

24. Explain method of ie eae a loam casting. 

254 Explain method of making a skin-dried casting. 

26, Explain method of making an open sand casting. 

27. State one advantage of each of the above methods of making 
castings. 

28. In the foundry, what is the definition of molding sand? 

29, Explain the requirements of a molding sand. 

50. In molding sands, why are rounded grains preferred to 
angular grains? 


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Sle Why should the grains be vniform in size? 

52, What is the objection to driving wedges under clamps on a 
flask containing a completed mold? 

55. What does a cubic inch of cast iron weigh? 

54, What effect on the casting will result from too much ramming 
of the sand in the flask? 

55. A foreman said to a molder, "Have you taken precautions to 
avoid shrinkage in that casting?" What did he mean by "shrinkage" and 
what precautions could be taken? 

56. Name three essentials in a mold in order to get from it a 
good casting, 

57, Name three good qualities a casting should have, 

o8, Name three defects that might occur in a casting and explain 
the reasons for them, 

59, Name three forms of gases which must be allowed to escape 
from a mold when it is pouredy 

40, Name three things that are used to secure a mold when making 
Lt » 

41. Describe several methods of securing a mold after it is 
made and before pouring in the metal, 

42, Why does a mold have to be secured after it is made and 
before pouring in the metal? 

45, What. is fire glay? 

44, Explain how it is used in the foundry. 

45, What are folicw boards, or match plates? 

46. Of what materials are they made? 

47, Of what advantage is a match plate? 

48. Name, describe, and tell how the tools supplied to the 
molder by the foundry are used, 

9. Name, describe and explain the use of the tools in the 
average molder's kit, 


Journeyman molder. 


1. In what way does the facing material for dry sand work 
differ from the facing material for green sand work? 

&e How does loam sand differ from molding sand? 

5e If you were going to use the loam method explain the rigging 
necessary to make a cylindrical casting 24 inches inside diameter, 

48 inches long, 1 inch in thickness, with a 2-inch flange top and 
bottom and a 2-inch face. 

4, Why do castings made by the dry sand method of molding 
generally have larger fins on them than if made by the green sand 
method? | 

5¢ Do castings made by the skin-dried method also have large 
fins? Give your reason for your answer, 

6. When making a loam mold what do we mean by "headers?" 

7, Explain operations necessary to secure a loam mold after it 
is closed and before pouring in the moetal,. 

8. What do we use as parting sand in loam molds? 

9, Why is it that sometimes the only method of molding that can 
bc used to get a casting is the loam method? 

10. Why do we sometimes have to make a mold other than straight 
in order to get from it a straight casting? 


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11. Explain method of drawing off the vent from a casting made 
in the floor of the foundry. 

12. How do we draw off the vent from the checkered part of the 
mold? 

13. In making a large lathe bed casting should the riser be left 
open or closed? Explain your answer. 

14. Why is it sometimes necessary to allow the metal to cool be- 
fore pouring into the mold? 

15. Why do the lower sections of deep molds have to be rammed 
harder than the upper sections? 


Assistant to melter 


1. Name two types of furnaces for melting in the gray iron 
foundry. 
2. State the advantages of each of these types of furnaces. 
Se Is the metal charged into the two types of furnaces in the 
same way? Explain your answer. 
4. Is a wind belt on a cupola furnace a necessity? 
5. What are the tuyeres of a cupola furnace? 
6. Are they a necessary part of the cupola furnace? 
7. What regulates the height of the tuyeres in a cupola furnace? 
8. Make a sketch of thse air furnace showing principal features 
in the type. 
9. What do we mean by the melting zone of the cupola furnace? 
10. Where is the melting zone situated and what determines its 
situation? 
ll. What is meant by the sand bottom of the cupola furnace? 
12. What is the tapping hole of a cupola furnace and explain 
how it is formed? 
13. What is the effect of placing too little fuel between charges 
in the cupola furnace? 
14. Explain some of the requirements when selecting a sand to 
use for the gand bottom of the cupola furnace. 
15. Explain the putting in of the sand bottom of a cupola furnace, 
stating the precautions in ramming and shaping. 
16. What is considered a good melting ratio of iron to fuel in 
a cupola fuel? 
17. What is the theoretical melting ratio of iron to fuel ina 
cupola furnace? 
18. What is the effect of placing too mush fuel between charges 
of iron in a cupola furnace? 
19. What is a flux? 
20. What is the object of using fluxes and of what advantage are 
hey? 
as ae Name some of the fluxes commonly used in a cupola furnace? 
22. Why should a new cupola lining be dried before running off 
a heat in the furnace? 
23. Why is it that it takes more pounds of fuel to melt a given 
mumber of pounds of iron in a short heat than it does in a long heat? 
24, If you are required to melt two or more grades of iron in the 
game heat in a cupola furnace how can you prevent them from mixing? 
25, In starting a fire in a cupola furnace why should we use a 
minimum amount of shavings and wood? 
26. Describe the cleaning and repairing of a cupola furnace, 
stating what precautions should be taken with the work, 


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27. If the furnace has bewn out of blast for a long time what 
extra precautions mist bo takon when repairing the lining and why? 

28. Name materials uscd in a typical daubing mixturo,. 

29. Give a mixture that could ho used for a breast mixture and 
mixture that could bc used as a body mixture, 

50. Make a study of the cupola furnace and then give a list of 
names of the various parts, stating the function of cach part, 

Sl, Is a doubio row of tuyeres an advantage in a cupola furnace? 

52. How long a time will the cupola furnace melt iron before it 
is necessary to dump and clean it? 

55-e What are the materials of which firebricks are made? 

54, llention other materials sometimes used in the manufacture 
of firebricks, ¢ 

554 Name some of the reasons for the destruction of the fire- 
bricks of the cupola furnace. 

56, Explain the charging of the cupola furnace, 

57~ Should the fuel and iron be charged together, or separately, 
and should care be used-to keep the charges level? Explain your 
ANSWEL » 
58, Should the charges in a cupola furnace be packed closely? 
If so, why? 

o9. What is the result on the melted metal if larger pieces of 
scrap are charged than should be charged? 

40, Should the cupola furnace be kept full of charges until all 
metal is charged? Explain your answer. 

41, What is the blast? 

42. Why is it necessary in melting iron in a cupola furnace? 

43, About how many cubic feet of air are necessary to melt a ton 
of iron? ’ 

44, Does the speed at which the air enters the furnace have much 
effect on the speed of the melting? 


45, What is meant by perfect combustion? 
is the result of too much pressure in a cupola furnace? 


46, What 

47. Name various reasons for using coke as a fuel in a cupela 
furnace, 

48, Name reasons why coal might be used as a fuel ix a cupola 
furnace. ’ 


49, Can oil or gas be used as a fuel in a cupola furnace? 

50. Name some reasons why the iron melted in a cupola furnace 
might be too dull to run the castings. 
What do we mean by the slag hole of a cupola furnace? 
52. Where is it generally situated and what determines its 


536 Name and explain the two types of blowers commonly used to 


provide blast for the cupola furnace, 
54. Why should everything put into the cupola furnace when run- 


ning a heat be accurately weighed? ¥ 
55. Why should the cupola charging sheets be checked up in the 


office? ; 
Mixing foundry facings 


1. In the foundry, what is the definition of the material 
“Pacings?" | 
2. Explain. how facing sand is prepared, 
3. What is the objact of using facings? 


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~42— 


4. How is this object accomplished? 

5e Name the quality that all facings must possess and state 
why this quality must be present. 

6. Name aud describe the principal facings used in the foundry. 

7e Tell where the principal facings are found. 

8. Tell how the principal facings are manufactured. 

9. What determines the per cents of the sea coal to be used 
with the sand when mixing facings? 

10. Why must the facing mixing be thoroughly done? 

ll. What effect do the facing materials have on the molding 


sands? 
12, When we get the proper molding sand will facing be necessary? 


1YtHenooon og 


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Cooperative District Plan 
Including Public Vocational Schoo 


‘District | 


Committee 


Distr ainsi of factory representatives 
and a renresentative of the vocational schools 


Individual Plants 1.2.3.4 0,6 286. 
in which shop training and some plant 
courses are given, 

Vocational School -3 possible types of instruction: 
(1)Part time for apprentices and others. 
(C)AIl day trade. ©) Evening 


= pene Semanal ah 


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Cooperative District Plan 
With privately managed school. 


| District 
chart II Committee 
i all 
KS 
12) 


4 > WYN ee yas 
Cooperative 
Plant School 


District Committee of factory representatives 
and a representative of the vocational schools. 
Individual Plants 12,5406 76 
in which shoo training and some plant 

COUTSES “ate Siven, 

Cooperative Plant School in which related — 
mathematics, scence, drawing and 
foremanship methods are Taught. 


| inate 


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Page 45 


Chart III 


Individual Fic 


LMpiouye Training a 
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ee eee (oe 


cans: ame SLAIN EET 8 


(eo et oo aaa 
for 


instructor 


ae 


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JODS in the al gid ni ito 26 A aded 
Acc cording to 'e2 raing diffic ulties 
and ie lint if advance ment. 


Scnool Room Simply equipped and 


pa for instruction, 
Instructor with sufficient time and 


authority to carry out program, 


otourtenk | 


APPENDIX I 


MAKING DRY SAND CORES. 
By #. CGC. Wright - National Founders Association 


ra 


i, te Cerne GIR COL MECN, yee 6 Cine wipe slele bade b Wiel hid 
nS Definition of COPC yereseerseeceoressevrevses a 
1 


6 Kinds Or COPOCS yg eer ree eevee reeves vrerecesvee 


nD 


4. liaterials used in making dry sand cores,. 


CN 


CoO ORV CL OM WO COPS SRIIC , Ss )sus 0. sicceuelsieiaie +.ete 
eee buade TOOLS TOREGINOT ) o.</0 wiials wm evemiotrie o elecm. lag 
le neone core. boxes Tor ‘small cores, .'s see 
eG 2 Wha hh ot gale ge oh 9c DR ee RD ote, LC TP TE Cm an a aa 
9 5 


e Cooling and storing of COres, @eeeesveeeseteee?e 


On 


Oe Waking Lareer COPES, scsw ss eue ewes ¢ ees s.0-6 


11. Methods and devices of saving tabor in 
the COrG PFOOM, ..seencsveesecsece © 


ah Sa UST LOTS oon eTerete 61a! 0 es 0) ome sy Pe: brorelietenererel e's 0. als fj 


hee HEL GLOUMCSS. csce ct dice ise tte sees ee hes + 8 oD Vd 


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4 a) ee DF ow 
| PTE Wate Beran TE A fe Nat a 
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Ps ; 4 ‘ Q . Mis " i ’ ’ \ ih . ) : | Gana In 
i : { " t Dolley fhe it ' : £m ; ey i Uys Caan eh KL * ney r 
Pe ce th ; enh a La 
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y 1 my AY Ghee ade CGS, ney 4 id ae Viale 
t bs Otvives oy y's. - my ‘i 
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ee CMTE yaemtb MAP : } {i i vi nha hgh ae 
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(DR, ' 
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iy f sy 


APTEND TA I 


MAKING DRY SAND CORES 
By W. C. Wright - National Founders Association 


Note.-—~This description of a foundry process has been prepared for 
two purposes: first, to serve as an example of the brief text 
material which can profitably be more gcnerally prepared than 
it is at present by foremen and training devartments in 
plants and associations and second, as the first of a series 
of descriptions of foundry precesses which this Association 
is undertaking to prepare upon the request of its membership. 
It is emphasized that this material is merely an introduction 
for the new worker and a basis for further study. 


Many foundrics start an apprentice in the core room for a 
number of reasons. An apprentice may remain at this work for 
several months. In sone foundries aporoximately three months 
are given to the core recom, In others it would hurry a boy 
to learn ali the core room jobs in six months, 


1 = Jobs in the core room. 


The core room jobs to which workers are assigned are about as 
follows: 


1. Preparation of core sand - cutting over and riddling. 

ee Getting tools together. 

5S, Making small cores. 

4, Baking of cores. 

5. Cooling and storing of cores, 

6. liaking large cores ~- rodding, vonting and pasting. 

7. In addition each worker should learn as mich as possible 
of equipment and methods for saving labor in the core 
LOOM. 


2 = Definition of core. 


If we make a solid cube of cast iron, we shall not need a core, 
but if we make a pipe, a core will be necessary in order to form the 
hole; so a core is a body of sand or other material that forms inside 
part of the castings or forms holies in the casting. 


3 - Kinds of cores. 


Cores may be made of dry sand, green sand, loam or, more 
rarely, of other materials. . 


A dry sand core is one that is baked in an oven and this 
baking makes it hard. Dry sand cores are the kind most used. We 
shall study the making of dry sand cores at this time. A green sand 
core is made of molding sand and is used without baking or is left 
in the mold when the pattern is drawn, When the pattern is drawn the 


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” oh rere Jat cn avai ml herent Sie fe a ce on bonita nas 
5 Bh ayia an Ahir 0% BEDS bere | ant: ww wort, ‘i 


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htt ghee Weer wor at CARN OL, itil fo ¢ 
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Wiis : wala he AD RE th nM mR | iia Mi hss ium 


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wh WUE wt DoReMien a. caer cabling to sete a ERR saath anne pei 


t's Wh wi’ re bs 


age kbianihe, si Ker aC hem, 40) SPR. Rh, Say sont J Se 
«bis ahk Shove gee 


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Cae Cita) By ONS «PA Rie. eae ing ta iy’ Binge 


yaaa ven aga iain AP TES, ie SOR GO Wi anos 
Ddith wot wat) SLO etttae 3, oes sabres seria gocd lh, 
GEOR), ate oe 


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ay CSF aa Oo oat: o os ie ee oe rie anys "47an 
aif APPL ‘unt ataiel 


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24 


oO 


mass of molding sand of which the sreen sand core is made makes a 
hole in the casting. Loam cores are made from loam mixtures and are 
used in loam molding. They are used generally in making large 


castings, 


GREEN SANDCORE si =e 
DRY “SAND GORE 


4 - Waterials used in making dry sand cores. 


The principal materials used in making dry sand cores are 
sand, binders of various kinds, blacking, wire, rods and paste, 


Core sand is generally sharp sand such as river sand, lake 
sand, sea sand or silica sand, It is sand that has little or no 
alumina or organic matter which is found in loam, Binder is the 
material used to hold the sand together when it is baked. The 
important binders are oil, flour, pitch and molasses, During mixing 
it spreads thruout the sand and thus coats each particle of sand with 


‘this material, aie 


To summarize: The binders give strength to the core by (1) 
melting when they spread thru the core thus coating each particle of 
sand with binding material, (2) baked and dried the particles cling 
together, (3) when baked we have a firm body of sand which may be 


handled, 


Blacking is some form of carbon ground fine and mixed with 
water. Common forms are black lead and ground charcoal. Blacking is 
used to coat dry sand cores and prevent the hot iron from penetrating 


the core. This gives a smooth, clean hole. 


Wire is used to strengthen small cores and rods are used to 
give strength to the larger cores. Paste is flour and water mixed 
like heavy cream and is used to hold two parts of a core together. 
When dried in the oven the paste becomes very strong. Flour is 


sometimes used also as a binder, 


ca 


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0 - Prevuration of .core sand. 
Core send may be prepared for use either by hand or by 
machinery. When it is prerared by hand about 60 pails of lake sand 

are spread two or three inches thick over a clean floor, It is 

then ready to be mixed with the binder, The selection of the binder 
depends upon many factors, one of which is whether the cores are to 
be used immediately or to be stored. O11 is most commonly used when 
the core is to be stored. After spreading the sand one pail of oil 
is sprinkled over the sand after which the mixture must be cut over 
two or three times so that each particle of the sand may become 
coated with the oil, If the cutting over is not thoroughly done, 
weak spots will occur in the cores. 


Rach class of sand is diffcrent so no exact proportion of 
sand and binder can be given, The more binder used, the stronger the 
core will be, If a little new molding sand is added it gives 
strength to the core befcre baking, This will be necessary if any 
part of the core overhangs, The addition of a little flour to the 
mixture also adds greatly to the strength of the core both before and 
after baking, As soon as the flour becomes dampened by the moisture 
in the sand it forms a paste which helps to hold the particles firmly 
together. This paste is strengthened in the baking, 


It is much more economical to mix the core sand in a mechanical 
mixer for the particles of sand are more thoroughly forced together 
and the oil or other binder becomes attached to every particle of 
sand. This makes less binder necessary and gives more even cores. 


After the mixture has been cut over it is riddled thru either 
a hand riddle or better thru a power riddle, This mixing breaks up 
any lumps or balls of sand and gives a more thorough mix to the mass. 
A little water may be added to the mixture if it is too dry so the 
sand will pack readily together. The amount of gas in cores and the 
ways by which it can escape when the hot metal is poured are very 
important subjects which will be discussed later, 


6 - Getting tools together. 


The core bench should be provided with the following tools: 
arammer, a vent wire, hard brush, rubber or rawhide hammer, some 
plates and a solid plate of iron which snould be put on the bench. 
The rammer is used to pack the sand firmly into the box and can be 
either a small hard stick or iron that will easily enter the box, 
In larger work a hand rammer is used, 


7 - Ramming core boxes for small cores. 

The core box is made the exact shape and size of the core 
wanted and is generally split so as to be in two parts. It is made 
in two parts so it can be easily removed from around. the core,. The 
parts of the box are doweled together anc helc firmly by a spring or 
screw-clamp while the core is being made, Where cores are small 
faster progress is made by having a mitiple box - that is, a box 
that will produce several cores at once instead of one. 


sid mr ‘a phy Ed 


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i a Ny Med a ne oY oe 


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ue faye me iran penta, eye w oh 


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ie latte ta Ae ONE AN LS YR RNS: 6 pO. re) 


py Re ag Se Hix bey gi UR Cy RES | EET | A mn ‘puna Cat 
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7 
‘ 


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i f Fo al 14 j 


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4 Hae ater ae ai coe ey ele! iets iil re Bes 

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Place the core box on end on the iron plate and with one hand 
full of core sand, your the sand into the box and with the rammer in 
the other hand pack the sand firmly into the box, When the box is 
rammed full strike off the top of the box smooth and push the vent 
wire thru each core. 


The vent hole thru the core allows a rapid exit for the gases 
that will form when the core comes in contact with the molten iron 
for the binder and the organic matter in the sand will produce much 
gas when the core is nearly surrounded by molten metal, Since gas 
takes up about a thousand times more space than the matter from 
which it is produced a very small amount of matter will produce a 
large amount of gas. If no vent is provided thru the core this gas 
will seek an exit thru the molten metal or the molten metal will 
"boil" and blow around the core. This will cause a bad casting and 
is referred to as "core blowing". 


The box is now placed on the core plate that holds the cores 
in the oven. This plate is usually a flat steel or cast iron plate, 
easy to handle when filled. The box is given two or three raps 
with the hammer so as to losen the core from the box, then the clamp 
is removed. The box is drawn a half at a time and the cores are 
left on the plate, When the plate is filled it is ready for the 
ovene 


8 - Baking of cores, 


The process of baking small and large cores is somewhat 
different but the same general principles apply in both cases. 


Core ovens are generally heated by a coke fire underneath the 
floor; two flues should connect the oven to the stack, The flue at 
the top of the oven carrics off the smoke of a new fire and is | | 
closed after the fire is well started. ‘The other flue enters at 
tne hottom of the oven near’ the floor. The heated air goes to the 
top of the oven and as it takes up the moisture of the wet cores it 
becomes heavy and falls to the fioor where it should be drawn off 
by the lower flue, Y 


The proper baking of cores is not only a problem of heat but 
equally a matter of circulating hot air to take up the moisture and 
carry it .away. The cores should be thoroughly baked for if any 
moisture is left in them there is danger of a blow when the mold is 
poured, 


In the baking of smaller cores either the ovens are supplied 
with racks to hold the plates or an oven of the drawer type is used. 
About two, to two and one-half hours are required to bake small 
cores in which oil has been used as the binder. When baked these 
cores have a dark brown color. 


The larger cores are placed on a car which is sometimes 
supplied with racks to hold the plates. When filled, the oar is: 
pushed into the oven on rails made for this purpose,.: Large cores . 
are usually baked during the night. In the baking of both large 


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Ae ‘\ I} es G 


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i ; iH) fl PATON i ge Diy j wae ] heey 


a. cha toa oy ari 
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and small cores some thought should be given as to where to place 

the core in the oven for proper baking, The higher in the oven the 
hotter it is and this intense heat will burn very small frail cores 
which bake fine lower down. Cores having greater bodies of sand 
require more heat so should be placed nearer the top, If the core is 
burned the binder becomes ruined and the core crumbles readily. The 
hot metal frequently cuts a burned core, 


9 = Cooling and storing of cores. 

When baked and cooled off, the cores are either conveyed 
directly to the molder using them or packed in wooden boxes and placed 
in the storage racks, If cores are to be stored for any length of 
time, the binder used is important for some binders will allow the 
core to absorb moisture. ‘Such binders as flour, resin and molasses 
allow the cores to gradually absorb moisture from the air and so in 
time they become soft, while the oil binders keep the core hard and 
dry for long periods. If the core has absorbed moisture it should 
again go thru the oven before being used. A damp core will surely 
result in a bad casting, 


LO ~ Making larger cores. 


The making of large cores offers greater difficulties than 
does the production of small cores. The principal difficulty is in 
tying the core together with rods so that it can be rolled over when 
necessary, handled with the crane or hung in the cope if required. 
The rods used should be bent to fit the shape of the core as nearly as 
possible and the rods should lead to the hooks which are inserted to 
handle the core, so that when the core is lifted by the crane the 
weight will be distributed on the rods. This will overcome the 
danger of the core breaking or the lifting hooks pulling out, he 
lifting hooks are kept below the face of the core and the sard is dug 
out so they can be reached to hook into. ‘Then after the core is set 
in the mold these hooks are covered by ramming some core sand into 
the cavity and drying the spot by using a torch or placing a hot 
plate over it until thoroughly dried. 


Next to properly rodding a large core, comes the proper 
‘venting of it to provide certain and rapid exit for the gases that 
will form when the mold is poured, Large cores are vented in — 
various ways. Where the core is sufficiently large to allow it, a 
quantity of small pieces of coke is rammed up in the core center 

and a track of this coke leads to the outside portion that forms the 
print, If a vent wire is used freely to make holes from the coke bed 
to every portion of the core, the gas will collect in the coke bed 
and pass off thru the opening to the print. It is better to overdo 
the venting, rather than to fail to vent some portion for over 
venting does no harm but not venting enough will almost surely 


produce a bad casting. 


Thin, frail or very crooked small and medium sized cores are 


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bap. “St e@eo edt at amie YO OOD Bae . et aM 
7a diesen? ee OO Gd Ly a eria by ct; On $a : oe 
GF ah stress are oriy soon eft) ey Seos, rae agers 
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often vented by the use of wax or paraffin cord. This can be 
purchased ready for use and can be rammed up into the most intricate 
or thin section. When the core is baked this wax or paraffin melts 
and leaves a hole plenty large enough to allow a free vent. 


Where the core is made in two parts, each part should have a 
good deep channel cut thru the different parts and leading to the 
print. When the parts are pasted, a piece of rope can be put into 
the channel and later pulled out, thus insuring a free opening, 


Small cores, where oil is used as binder, are seldom coated 
with blacking. Coating cores with blacking will be described in 
a later paper. 


11 -— Methods and devices of saving labor in the core room. 


The use of the multiple box in making small cores has already 
been mentioned as have several other labor saving machines. 


When the same large cores are produced frequently, much time 
can be saved by making a cast iron arbor to strengthen the core 
instead of using so many rods. The arbor can be in several parts 
when the parts are bolted together and should be made to carry the 
weight of every part of the core, The arbor should have lifting 
hooks cast into it so placed that when the core is lifted by the hooks 
the core will balance or nearly so. By ramming the arbor as close 
to the bottom of the core as possible, the weight will be carried 
by the arbor and few, or no rods are required. This arbor is easily 
made and is a great labor saver, 


There are some machines used in the core room that make the 
process faster on some classes of cores. This is true of round 
cores of many sizes. This class of core is called a stock core. 
When made by machine, they are absolutely round, are evenly rammed 
and are made about 18 inches long and then cut to the required 
length as uscd. 


In making cores on this machine, the temper or dampness of 
the sand is important. If the sand is too wet the cores are rammed 
too hard as the damp mixture does not leave the machine fast enough. 
_ By using oil binder and keeping the mixture rather dry the core comes 
from the machine readily, producing a core of correct density and 
strength. The cores are run out of the machine on to corrugated 
plates for easy baking and handling. They are made up in stock of 
such sizes as are frequently used and piled and stored ready for use 
by simply cutting to length and filing the ends to fit the print 
if a tapered print is used. Small jarring machines are labor savers 
in ramming medium sized cores. The box is placed on the machine, 
filled partly full of sand, then any rods necessary are placed in 
position, the box filled heaping full of sand and the machine rams 
the whole body firmly together. The top is then butted and struck 
off and the plate clamped on. 


In many specialty foundries or those equipped to produce one 
line of work, notably the automobile foundries, much use is made of 
the roll-over, straight drawn type of machine to produce the water- 


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jacket cores for cylinders. In this case the corebox is firmly fixed 
to the platen of the machino and after the core is rammed up and 
struck off, the core plate is put on and the plate and core rolled 
over, the clamp released and the core lowered by the machine free of 
the box. Due to the perfect draw of the machine, the core needs 
little or no patching and little skill is required to perform all 
the operations. 


Questions. 
1. What are the advantages of beginning foundry work in the core room? 
ee What are the important characteristics of core sands? 


3. What conditions may necessitate the addition of water in cutting 
over the sand? Kkxplain, 


4, Explain how you determine what binder to use in making cores. 
5. Why must cores be dry when used? 

6, Why vent cores? 

7. What will happen if the core is not thoroughly dry when used? 


8. Name two ways to save labor in the core room, 


References. 
Foundry Work, Pages <, 6, 46, 48, 50, 51, 6&, etc. B. L. Gray, 
American Technical Society, Chicago, {920 


Foundry Practice, Chapter 4, Pages 125-150. Tate & Stone, H. We 
Wilson Company, ilinneapolis, 1906. 


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NATIONAL FOUNDERS ASSOCIATION 
£9 South LaSalle Street, Chicago 


APPENDIX II 


REFERENCE MATERIAL 
BY ‘lip sh, Hartley, Director of Education 


Page 


Ror -epprenbuces and MGOlderss). ses swiss 4 ss a 
For use in pre-foremanship training,... 2 
pejosetnhca Webs) “Crete Mig Sy dpa bot) Ay erred rp pole are eee ib 


science, Physics, Nathematics, Chemistry, 
POW Ee g lgtb etn in ob eR ATeeR Le URL ROM ale 6.8 


Pee rer IY raetaile elgts, o6a Lwve.sliate ean (ate iin\e ie \aiteia 6 tales 10 
HeaLUY ON SANLEAGLON, 1 6.6 0 edie cee seis wine | Ld 
Inspirat ional, eoeoe0eevsveeeeeeeeneeveeteenrmereee#ee#et®¢ rie 


Dep teal Sal Palme 0) 6 90 Te aa os Ba a8 Yad: Pee Ia ee a mE FY 


| BONG 
in an fe oa. wha 


ron ry 


X; of god : hanathal 


rae 
4 , wie 
o \ oc. / 
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dats oh i! AN CNR bight 
iu I Wa AA BAUR Ako 
maya neg 
i , 
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{ i hp od | Ny ; Tay es 't 
Whit AS 
ah rane me \e \ Pu ogi Ties th 
Sains inner. Se ae ern rn i so. oe 
. i ¢ : a Bete ee nY . 
' . yl NS Ua ean ee ey ’ 
, Rea ee ee ae a ee Nk Aiea Ante “t ius lah 
' ‘ it . ‘ % s oe 
i 
‘ ; | . | i : 
; \ 2 ¥, } a * J * 4 ng + m. » a * yf ehh igs 
; ‘ 
; 1 aa te i) et Arya : mh i ea . vB diy Ae i ne, ' be tt ies heh iirb 
RT a ST RNIN Pl a it yb bye itt. 
aia ea A ee Jeet mingle 
ie ge HDA tan paren Rie eae 
MG ch LA i { f 


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A} 
tats 
an tga) 
DAT pee EO AC 
Utd hy 


i je ay ie 
Tad i if 
Wee) & At Ay ay) i) i 


Roforenco matcrial 


Note: The following books and. publications huve bcen mentioned by 


foundrymen as boing useful in training apprentices 
may be cngaged in foundry work, 


A S 


in the cases of various 


who 
othex 


or others 


details of training it is in order to observe that reference 


material which 


all adgptable in another, 


would be ideal in one 


situ 
For cxample, a 


ation would not be at 
pprentices are found who 


are unable to road or write in any language and who cannot solve 


simple problems in addition and subtraction. 
found who have finished 
of college training b> 
In cach case the 
regularly organized in a systematic 


apprentices are 
the first two yoars 
their apprenticeship, 
was 


On the other hand, 


with excellent credit 


ofore entering upon 


apprenticeship program 
manner. 


The reference 


material is presented under cight classifications as follows: 


1 - Reference material for use of apprentices 


eee. 


Foundry pee 


“2 


Poundry practice 


Foundry work 


Foundry work 


So MS a Se Se ee 0 i ene ae ne 


American foundry practice 


eee er ees OO ee a ed bled 


The steel foundry 


mex: books on foundry practice 


Author 


Palmer 


h ‘eenuel: 


OAC ak ee Oe Ee la 


International 
Correspondence 
School 


ond. molders. 


Publisher _ 
Wiley 


— tWaley 


MeCraw-Hill 


American Technical. 
Seciety 


American School 
of, Corres en lence 


sen emgwe ew ne neecead 


Macmillan 
Be ifs Pecos ad 


International 
Text Book Co, 


eee ee Ee aa Oe en ee i eo a ee eee ee I A ee ee a ee ee ee EL ie 


‘Text books on “foundry practice 


NE J Alea OM, A ee os OS eas PD Se) ie eee 
aacann foundry Buaetios McWilliams & ; 

Longmuir [Lippincott 
ee a a ae Py tee ee 
‘apebereiaccal Moldenke Penton 
aoe on opp Dies RRP TOETA RS Ss UR AC aR Ane he kL eine o> nee 
Brass and iron . founders’ Larkin Baird 


| guide 


RRL ae OE: 


- 


SHA CW x 
re ve ghee =) ay ” i A 
@ sae " 4 ‘de ek a Yt 


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1 SOW Systane 
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y ey ‘Goosgy i i rs i } 
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oan tos. ve er i i dinette oielk | bo Rite er sy Esa hae 
Reais J ED cerinee bl Cy ‘Rey Dat pscisd ne 


| exo FE Bons tary vise 
weet 7 be bee  ottethed: naked fe 40M: 


sa ae 
Wire 00 Digs ‘peat Ae bot "pest not Leh eit alte 
sneer he ry i im enmperioal nye lariiy widow ia bene cmt opiud (elem Dea snaaidiinesie com serene Serene ab NT tee VANE SSH 
p ub. + ah Fs4 ; \ Grits ; " 
+ re F ae J “ ~ 4} “ 
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‘ ; Were | at ae, t ‘ 
TE Da a i ee | opktonrta: 
THI TA ess a Seat aN conitnaty 9 
E Lis pas* antl i¢ y ae shit i F sic 4 
HN) a ae hinseee ay yi 
Chokieto oT eget coal” ares ee 
eretoge| | 04 Regine A bliin 3 
ie . ly J ie 
al a} ron! Vee en 
EG sao rit rR DI lL SSOP 


Duet al! iat. aula ee Be ys Ane Bo age 
Ky Gwe MN, ; ‘ It RANA fa ta bist Aube 


} ots Ho Lis eg eae ene Seer 


tii Fite at 


te ee 7 Seely “abs ‘ y * 3 i aw es ‘ad ic : ¢ = ae ot ea 4 Ai A 
fs ote ae Pei ask > a 7 a 3 : 
Yorn HAR oe ey. optdonts 
A ; Ai ar , Uh i eat 


rh Fits! tet i g.2'% : ae) ie a aiasals ol mld Re 4 bee 


x LER oh 


wi My Salle dala io bile) ol yt : 1 ey a aaa Pe | ener res 
| si tated Bue vin PR ie rgb act 

andiincrtostiely canah demand eptinene i shieepot 
20 teen ioe | Oeuee eee ideo | he | 


54 64 “ney ite ig nih 
sevatar Se 


* ee ee s+ 


Title 


— 


Publisher 


Open hearth steel casting chine Pevien | 


aaa ee es 


-* 


ee ee eC ee et a an Sa ee ee ae i ee 


eee eee eee es oper canes eeetese er gee arate ersesnesenvenesees 


ee i ey ee 


we Seer rte se scaseeen en SSS Pees Bee Hwe ees see SSCS SHAS EH HORSE ORS O KOBE KD EO PBA BOCee SDE mre manohonameeeteeereeavoweaeeertneaerereaen | 


Ae ee ae a6) se 6 iieln a oe uss = dies She oe ook Oh DO Ce tween eo SS FRY FO HS aw wih ES 6 6 wan Re Seles 6 ashe rea ae eh eee ea SVSSS SRSA HASSLE SDI CRM SSSR eH 


dda ee a a 


The Encyclopedia of 
simaaon 


peor rer ees eer ewe ee ee eet hee BOR OP BOCES SESH HSSSHRSA SOS eee HES HUTS CKD ORS PORES Be eB AaBEKESeCeesacecteoseaerueseaeeeHusnaeseeounzeaeves= 


feser eee wm ee ew em wet we ew Oe eee eet we eee ee eet eee ee ewes om wie Eeraer ees ere ere es case wasseeeerunre 


a eS a a 


ww et ake. wie ee a eG ea een noe Dela a ee ws 
a es OO ee 


Or ee lad 


Pattern making & foundry 
practice 


er ee me se ewe ee er ee ewe ter ewe wee weer eee ee ease eer eres e mr eeresiecneesurseseeresreerereansaneresnerasesee Heenan eerneeeen a 


Notes on foundry practice 


tang i ha ak ik dar caterer ee tee re 
iii Aictiole ere Gia Aiwarkictae a a aoe sc 26's dy, 6 Wales, dem aro. as © & dieferw islets wit inte mic oem epiatells| diginyain cline syaell Mea 3 


The practical iron founder 


ns i ee ed 


ew eee eB ewe etree se see et sate er ase eeneseewneneesaeeosrenerecnes 


i ee a a ee ee 


BS esete ee ees ner aes Se SC meen eS E OES REM OKO HEEB OKO MH Pee Bee ere ewer eeaesreeanesteemesseeanmerseversemaeaonee 


Committee on 
Foundry ilethods 


Siinonson Penton 
neciaed 0 i 
Kirk ! aird 
Keep Wiley | 
Parsons VanNostrand | 
Sharp |Spon 
ASA Neen RPI Se hl NNR ah. eae 
Bolland Wiley | 
Buchanan iSpon 
Moldenke Comeramis 
Refining Company 
Ilortiel |Penton 
Lewis Tabor Manufacturing 
‘Company 
Hand Drake 
llorgan |Lippincott 
Horner VanNestrand 
Roxburgh Venifostrana ee 
Hatfield ae he Crs Lippincott 
Nikeastanens ceo Re ae 


Hich School, 


dsnale wae 66 2h € 6.9 BRO DNR 6 Ae Ce SM ABE Ss 
a ee 


he roll-over straight 
aft molding machine 


Hand squeezers with pattern 
and flask equipment 


Committee on 
Foundry Methods 


Committee on 
Foundry liethods 
Risave ry on 
Foundary jicthods 


ie bat Ohio 
lational 

|Founders Ass'n 

National 


| 
‘Founders Ass'n 


aeoweawesesececeone wt aeeeceevunvseoseccne 


INational 
Founders Ass 


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; ee CP Eater 
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Title Publisher 


“ ne ee ee H 
enefits to be derived Committee on National | 
rom the use of molding Foundry ilothods Founders Asstn 
nachines | 
ervice bureau suggestions | Committee on National 
for the installation of !Foundry Methods Founders Ass'n 
olding machines 

ransactions of the American Wardens Ettore on jAmerican 
oundrymen'ts Association. many interesting Foundryments 

Jol. XXXI foundry subjects Association 

nual of instruction Welding Engineer Welding Engineer 


for welding operators 


2 - Reference material for use in pre-foremanship training. 


nate eee a a — 


AE > ie RS ae IPI UL UG 5 NOMIC GOT SAT RI 5 a 
14th U. S. Census U. S. Census Up 6G. Bureau 

able 6, page 384 of Printing 

The human side of production Oe dis Tei National 

Re ee Septet Founders Ass'n 
Apprentice education Federal Board Use ee. Bureau 
Bulletin 87 for Vocational of Printing 

fee ins Education 

ighth annual report Federal Board jU. S. Bureau 

for Vocational fof Printing 

Be a, eikesh RR | ECAC Es Maat i ERM ENenmn oe an ae 
iIncreasing man power be We OLS0On esinamiboncth 
through management Management 
Inadequacy of foundry Alfred 3 He Williams The Metal Manu- 
training in Philadelphia . Professor of facturers! Ass'n 


Industry, University|/of Philadeiphia 
of Pennsylvania 


CeCe RC OO ET OS HOTS HHNERAF SOHC TBE B EMO BSE BRESC TERME TALEO HeSEEKEBEHMEHOSHeBPCHEFTH EB BOR SHE Be BERS HFABEeISFABH FIP AZPHTHROE SHH LE TOLTPSC AmB eere 


Industrial training for Ue Se Department Ue Se. Bureau 

foundry workers of Labor of Printing 

Bulletin No, 24 

Foundry apprenticeship Committee on National 

in Milwaukee Industrial Founders Ass'n | 
Education . 

Wastes in the meet American Engineer-~ MeGraw-Hill | 

trades industry, ing Council 

NE 2) REEDS oid | 1 RRO Bs lilo a | 

Report of the committee Committce on In- National 

on industrial education dustrial Education |Founders Asstn 


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Title author Publisher 
noe See eae ena ee, 
; : j , 
jEmploye training | Hartley | Chaniber of | 
| Comucree of the 
: | | United State | 
pct rtrttttetee beter eee ee tee eee eee es foes cere terete ete terete ee 
The ‘human factor in industry | Hartloy : National | 
| eee? s As ile 
cy allege te ecole dak alam CSG TE MORRO See I Ah eRe a ia TOA a RE TE CON Rel OE A | 
| ! 
Nostibule and upgrading EE A. Barnos | National aa edaty 
schools of industry from a | for Vocational ) 
inanufacturer'ts vicwpoint. | | Education 
ulletin No. 32 | | 
ou ore.» Lae Leeua eet Greet. de ewds anes Be ite Tet, jc baie EE Ben ois At aa = p= mn Wen 
Manpower in indust ry, page iF Mey Bi ‘pewenmete Holt | 
The Problems of training, 
pene chapters 7, 20 and 21... NTS Gham eth Ce Sa LS Gee OMAN Oat e ko dye se | 
| 
eturning to first principles | Hartley | National 
| | F Founders Ass'n | 
he super-power of fricndship j Hartley | Ponnsylvania 
| Manufacturers 
| oe 
TR SN ee Pasi wc Ao eee UREN aang Tai hae ca 


chools 


Is 
Does it 


ersonnel work, 
Practical? 


ee 


ee ee ee ee ee ee oe ee ee | 


oundry cost accounting- 
oractice and procedure 


-- sem meses er ewe nane sso se etter wmseeenwerene seer eeee rane eseeee 


ow we think 


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se ee PO BSCR BBE BST BHM SPH S BBE TSH TS SHAF SHH wBZTENnTesnsS Oe 


Tho mastery of spcecch 


Wisconsin State | Wisconsin State | 
Board for | Dopartment of 

| Vocational Sa eae ton 
Education 

a TRL OS LN ic stoked SCPE ton erh bh 
Dr. Harry llycrs | National 


Founders Assftn 


Metropolitan Life 
Insurance CO. 
Regan Publishing 
Corporation 
American Malle- 
able Castings 
Association, 
Cleveland, Ohio 


dew eee We. 6 ie bw elas en wit ae @ 7 om we obo as Bia 2 BR BIS YS Se Re ee ee eo eS eee) Be 


I hietropolitan Life 
Insurance CO6 


a et ae i ee a ee en ee ee ee | 


Pee ee ee ee ee | 


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ab iad eS ob ee & eli a phe fect 2S em er 6d el Oe eee et & Re 6 Gm Ee ie oS O'R Om 


Frederick Houk Law | Indcpendent 
| Corporation 


mtRon 3 


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hepatica iGinn & Co. 
ae a ee eh mre en RN - UR ene 
[Haskin ‘abana & Ives Co. 
hi eWeohaw Co. A eWeShaw Co. i 
he knack of managing ijAeWeshaw Co. ne fas, eescein OMAR fics 
inalyzing the job-Planning iHerbert Watson | Publishing Co. 
os A RB eel ee ARRAS Lear RS saline rola ay >in Tgp AOD Ae GMA on SNES TE REEL 3 eae SOT 
lind and work Chas. S,ilyers |GeP.Putnamts Sons 
he psychological factors | 
Pa emaustry and ‘opmnercs | | 
ow to study and what be stig ck Heath 
© study 
he foreman and his job 'chas. Ry “Allen | Lippincott 
a RRR Ogee ee A ee WS SL OR ee SS TS eR ae i ew Se ee is an eae aS Na 8 i, OF Ft we tle mig |» nana) ae ees Sine me =e = = =) 216 Basie 
he metal industries in | Ma Sry PRCe ic | The Consumers! 
Cleveland | League of Ohio 
Part-time cooperative courses | Bederal Board U.S. Bureau 
Bulletin No, 78 'for Vocational GO, Pranting 
| Education 
ivening industrial schools |Federal Board ‘Ue Se Bureau 
miate@uin No, 13 : ifor Vocational NOL PRINTL nS 
Sere es : 
Nia wiie es ee NG) a) Vet iat elle Wel achnh Glia! aha alia Velie asp eleva hana) sie) b, ee ee 
oreman training courses Federal Board U. S. Bureau 
Part 1. Bulletin No. 56 | for Vocational ‘or Printing 
RR A here ek, UU bas ate g's od UKHE |-Edueation.....- AC DR | ie U MEY TT OB EON EERE al Oe, 
| 
Foreman training courses Federal Board (Uy, 8. Burean 
Part 2. Bulletin No. 36 ‘for Vocational |of Printing 
Be abs kW: Pee eee ik none ate ate VO ed ORR L As Upess sc wat Wench ab eewpticd au embere nh AeES o> 
| i 
The foreman 'UeSe Department ;U. Se Bureau 
Bulletin No, 2 6 |of Labor :of Printing 
co ety hun dette 49 gNed MS TENA ot ee er Oe |. e eee ce erence eee ete eect rebar sete teeeees eee cece eeees eee 
Employment management i Federal Board iy.” ie Bureau 
Its rise and scope for Vocational MS iin a ob Ns 
Bulletin Noe 50. Education 
The selection and placement | Federal Board 'U. S. Bureau 
of employes ' eee Vocational ‘of Printing 
Bulletin No. 49 Education 
The wage setting process Federal Board 'UeSe Bureau. 
Bulletin No, 44 i for Vocational of Printing 


MODUS MAD et ye | Education 
Industrial accidents !'Pederal Board 'U. Se Bureau 
and their prevention for Vocational of Printing 
Bulletin No. 47 f | Education 


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Title 


The turnover of labor 
Bulletin No, 46 


Author 
Feceral Board for 


Vocatione uf 
Bau © at ton 


Publis. shor 


Us 
of 


S, Bureau 


Princting 


i 


leaded ada de ee ee a re) SS ee 


Technical education and the 
metal trades industries 


Naetione) Industrial 
Conference Board 


National 
riai Conlerence 


Board 


ack 
Indust 


i ms se = _— 
Se  ) ~ Sa i ee itil ee ) O 


National Industrial jNational Indus t+ 


Geen task of American 
jindustry and the National 
eee re. Conference Board 


ae ee ee 
eh 


‘Bibliography of employment 
‘mana zement 
‘Bulletin No, 51 


Conference Board 


Federal Board for 
Vocational 
pbeaucation 


rias 


Conferenze 
Board 


iu. 


wa) 
as 


S, Bureau o 
Printing 


ee on a er er hes re ee) ee) eee ee es Ce eee eh A ee i a Dore US Or tr A et Dt elsie it i ee a em nee Se wae 6 4 oe eS 
a ce ee ee ee i eC eC adie 


How the foreman can promote 
ishop efficiency 


(i, DL, “Alden 


Railway Age 
lGazethe 
lTuly 1, 1910 


eetonnedatdtavaicscsaeneed 
i i  s Oe 2 Oe ee Or we i eo al 


. 
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ik comparative study of 
wage and bonus systems 


hn anson! 


een eae alae eR aioe hat ee Se ar Oe ee em owe el Be Whee Bel Bie Di wit ew ae hele Oe ae ae We) OS Ma ee eS a eww es 


‘Foremen and accident 
prevention 


fener Ponta 
Insvrance Co. 


Travelers! 


Tnsvrance Co. 


+ e-sesweenwzr ere eve b) eovcn2enrveeveeeoadee @ eenen ae? 
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‘Industrial leadership 


Yale a andaah © 


IPype eas 


uy 


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dada te a ee rn id aiid 


‘Lessons in personal 
lament is 


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oun 
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sett et ee ee ee ew me ee eee Fe HH eee ww 


Choosing employes by mental 
and physical tests 


|Engi neering 


Masazine 1917 


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‘Maxima production in 

‘machine shop and foundry 

The personal relation == ° =| 
in paced aa 


awe ween ener aewmerrwrenenemreneananmene 


Tre 


Eneineering 
MASA ERS 1911 


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| Scientific Management 


Russell Sage 
Foundation 


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Russell Sage 


Foundation | 
Library 1917 


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he art of handling men E. Shinn i;Worldts Work 
Movember 1905 


P= SSS SS Swe Se SRSE SR BSE HEHE SS VESTS T “SSH H SAE BSHRe SOMA ABRE HM OME EE DERBOO DT SHS Shes wesees wer buweunamha Lous i ase HED er Se ewe enn a 


WeR.Thompson ‘Doublleday-Page 


he premium bonus system 


— - -_—-- ee me me me me ee et 


5 - Econgmics and Civics. 


‘ 
| 


Note: The reader of these references is reminded of the wide va ation, 
in the preparation of candidates for foremanship. This vari tation 
ote epee the listing of references covering a considerable 


ange of understanding. 


inf 
We and our work HOupashaeame || American View- a 
| 


' 


point Society 
New York 


hiving and working together Morgan ath | Gtpagtnieteey 1). 


industrial ownership ~~ =" 


‘Brookings es” | Nacmidwen: 


Adult working class education CG. P. Sweeney U.S \Bareat of 
in Great Br -itain and the U. S. Department Printing 


United States 
Bulletin No. 271 


of Labor 


| 
ee Or 2. ighth Be i I. Bawden 


U. S. Bureau 
attainment in shop work U.S. Department 


Of Prince ne 


of. Interior 


Petty score nes Federal Couneid of 10. . S.\ Burean 


Citizenship Train- | of Printing 
ing. U.S.Department 


lof Interior 
| 
| 
| 
| 
| 


Economic civics oe UALS ee | Hughes bela i) he Allyn & Bacon 
Gost Gontrol for foundr iés Everett. 8s Heywood licGraw-Hill 
Present day immigration = | Various authors |The Annals of | 
January 1921 | The American 
Academy of 
Political and 
Social Science 
ERIE ee Dhcaniee eh eos th lA. 3. pen ate ahr cle heel UN ba! ark 
Prices May, 1920 Various authors The Annals of 


The American 

; Academy of 
Political and 
Social Science 


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|The intornational trado Various authors | The Annols of 


_jsituation, Jiarch 1921 The American 
|Acadorry of 
|Political and 


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PRT EA Ts 8 SL RARER AS 8 | 
canna. Lf fae eas Hy andustey eins oe Readionk Ihe canta of 
|The American 
| Academy of 
jPolitical and | 


Pe oere Scicnce 


Four years of labor mobility Tne Industrial linarton Bohne: 
» )Research of Finance 
Department | 
Fifteen lessons in thrift savings Division lu. S. Bureau 
U.S. Treasury ie Printing ‘ 
| Departnent | 
Story of trade schools Bred Tear \The Industrial 
jof the Industrial Association of Association of | 
[Association of san Francisco | San Francisco 
ISan Francisco | | 
Peco.  Egincening (5 |. University of | 
Experiment \Tlilinois | 
Station | 
Cost ‘finding Committee | on National 
Brass, bronze and aluminum Foundry Methods Founders Ass'n | 
foundrics | 
Cost finding Committee on National 
Grey iron foundries Foundry Methods hea thet he Asst!n 
Te A al a . a NE Pe ea? 4 Beal |-- 
The value of foundry Committees on National 
cost kecping Anrep Mothods ‘Founders Asstn 
\Job specifications Federal Board ie o> Bureau 
Bulletin No. 45 for Vocational iof Printing | 
Beak... ee ave GR Bee he ee ee! 
The foreman as a stock iL Salle Extcnsion LaSalle Extension 
kecper University ci omens | 
Makes machine tool castings Pat Dwyer ‘The Pounce | 
December 151.924 | 
Commerce and amend iJ. Ba Smith Holt 
‘ nae EEE REIL IDS On|) AL NERO PER IE 
Princinics of economics Taussig Macmillan | 
Sie wines Vol. I 
ere Re Neat pea sPae ee Ts se SSA ah ee sah an iw Om Bd | ik pam NEE: Py bcs. oem yor LEAR ee ae ae CONES Renee tet Ria ee ad 
eee of economics I" aussi¢ Macmillan | 
exsace toh wae Vol. II | 
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4 - Scicnce~Physics, lothematics, _ Chemistry, Drawing 


Note: Again wide range of academic preparation is considered. 


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deep esa Nahe = all eeccmeucaa orld ie Coe 


. bom ted a el eee ales 5 . 
Civic. science in eG. aula tea ne Wnt eee leach exeh Bsns Co. 


Creative chemistry Slosson 


|?he Century Book 


Co. 

| Se a eR EN ae OB ee Pan ion) es om Te! SOL Ge ee het oe Uo om ee a ee oe ee A ee AE Boe a et a ie bh ee LA ee ot ie ee ee wk ee h ee ee Gli ate wm eels a ind ee ee we 4 
\VVocational ehenketey Wiliaman ‘Lippincott | 
Note: Suggested only for | | 
treatment of soils and sand. | | 
Organic chemis try Leffman and Blakiston CO. 
vote: Suggested for LaWall 

iscussion of organic 

atter in sand, | 
lane geometry Durell and Arnold Werriit co, | 
[Applied science for metal = |W. H. Dooley |The Ronald Presa 
workers | 
Chemistry in the service a mney of Deane nt of | 
of the state Wisconsin | Chemistry 

University of 
| Wisconsin 

eS yy IS BORIS 3 2 Oe ee oe ee OS oe A ae Gk rabecaat tok Sal tulbdld phe lye itl ae bea ets RD | 
neneras: science |Heath 

irst year course ees I Morrill CO6 
ceneral science | 
oo i oe Raa ae GRRE ae mee eT Bia) i, aa eRe an SORRY PIER ce Ra: RMR = 
Science of home and community Treat ton ‘Macmillan 
Applied science for wood workers|Dooley = Rie wanda eves 
Note: treats also On mebels 
Babe Niuirey 'Rhead |Longmans, Groen 

| Res oes 


1 Segemegombied hei tite ‘seily and Cady | Blakistori Co. 


Practical ag TEE eS Gh ake i WOO ee CAL OG PRG eee, 


Ms iN RO RPAdL eaueeeiaiete te) 


Modern applied | arithmetic ‘Neely and Killius |Blakiston Co. 


White and dengeave’ (Hebb Publishing 
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igceet Segal essentials of 8. Hamilton American Book Co. | 
arithmetic. BooksI, 2, end 3 
tae a te ee 00. ges Aen AN os) 4 sn de cn ss oEMMe obi Np once ddneees-<- ee 
ay of practical Wentworth, smith Ginn & Co. 
eee and Harper | 
Vocational a i ae ee WWeile Dooley ol i a | 
Practical ma BRSUa AEE ie, a8 Palmer ae MeGraw-Hill eee | 
OEY RE em LRRD aS a 
Practical applica Cap homatdos aT W, Le ‘Hale ieGra aw-Mill 
sno a0p arithmetic Igmith and Norris | McGraw-Hill | 
ie Moy se) 2 eR AGS EAR RG Rm mR Ram: MT aa | 
Ma thematics for “the practical Bromley and MeGraw-Hill 
engineer Cobleigh | 


beeches formulas ORs heiitaaie 


Slide woke’ simplified eres 


VE AS | Sek og ANP Seay 


[Mechanical cys vis 


i\Notes on mechanical drawing 
and drafting room practice 


Blue print reading 


5 = References 


ee Se a eee 


Bolenius 


ay Boek lessons in every- 
lish 
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owlin and Ilarsh 


to 


Richardson 


Wiley | 
Fe ys, Sg RR a | 
See dealers in | 
Richardson's | 
slide rules. | 

| 


Eldredge CO. 
Department of 
Engineering Ex. 
Towa State 


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treating of English which _May be be 
useful LO; Foundryren mn Of vai varied ried preparation. 


| American Book Co. 


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ck ENE SSD tee Sa SCR OEE INN RE shea oa 
wnglish by practice Griffin and lioraff | Hinds, Hayden 
Poon Ly Basi ist and Co. 
A project book in business Cook eee IN 
English 
Working es (Opaycke eee 
12,000 words often mispronounced WH. Pi Phyte Putnam Company 
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American Library 
Association 


(Reading with a purpose 


EO CS SS Oe ee 


6 - References treating of health and sanitation which may 
be of interest to foundrymen of varied preparation. 


MEVGweoh nal kee ee. ene wo menor. 


Principles of peat control 


le ell ee 


The people's health 
Popular essays on the care 
of the teeth and mouth 


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‘Primer of sanitation 
1920 revision 


eS ee ee ee er. 


Town and city 


i ee es Se ee en ee ee ee | 


‘satimes bam Me chet and nib Sargent 1 


Dee Umm, Cnt, epee Sih ee avert oa \iseuanu stacuiene oan 2 
Industrial hygiene and je W. Hope | Wil1iam Wood 
nedicine jand Co. 

Oe pi aihe”, me RINE «TERS a cee) Be SNA a a eR Le Oy PS joctecseeteetececstes esse ces 
Emergencies Ve (LIC fies and CO. 
Human physiolog iitehie | Worla Book Co. 
1920 revision 
1 SO Ce pan A AEE ES CAR POTN ALE Ia ANOS LOE DARDEN HE" UE RE eC epee MeL bate 
The body at work Ge Jewett Ginn and Co. 

Cood health e Ge Jewett Ginn and Co. | 
ee OO ee oe ee eee ee eo ee Si tet WE ay ae a 2 a wel ly & le we wee eM ee iain eB ome ® oeleipie = ula bes ke ala eis ae we oie le ole WM irae de ls le = | 
Hygiene by experinent *, UM. Gregg The World Book | 
Book two | iibeeanga’ | 
Nita Don DUES 8 VI SI eS ree 


7 - References treating of subjects of an inspirational aie 


7S EEE SEEN 58 SEITEN, "AR 


Which may be of interest to to young men engaged i in foundry work. 


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Title Author Publisher 

lien of achievement ‘a apa Brooks Soribuers | 
Self investment flarden et a ae 
Ithe exceptional employe ilarden ,;Crowell | 
Pushing to Ps ee ane arden ip A a eae | 
Tlen of business Istoaeana eins | i 7 ee nn cea 
What should we see in our jobs? Hartley . |e .tional | 

0 SOG ES Ma ee Ie es 9 RW lae amgt saa 
saat of the day's work Davis and Getchell ae & Co. 
[Adventures in friendshin pre “|Grayzon [Doubleday-Page 3 


oe ee eo ae ek heer eee vo Me é \s a i ae Se id « ~ omer C4 at aS) doa ia te om {~ oe - a aw - - 
SEMAN Oe EA NRCG RIMMER 


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8 - References treating of English for foreigners. 


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‘Students text book Raynond F,Crist Uewwos. BUPSAU 
/ U.9 Department of Printing 
: of Labor : 
Jreeaw ees hed, PSUS TERT SAUL LR RT MOREA Cog! OSM OAR eo ge ED ARR RR 
iEnglish for es Sara R.O! Bed ot | Houghton, iifflin 
| Books 1 and 2 Co. 
| | | 
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